Overview
This unit introduces you to the childbearing continuum and the role of the midwife in promoting and facilitating healthy processes. You will have the opportunity to develop an understanding of the underpinning philosophy of midwifery care which emphasises the concepts of ‘with woman’, midwife-woman partnerships, and continuity of care.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 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 CQU Success
Regarding having suggestions for improvement, a student wrote "I don't actually [have suggestions], I find this subject one of the most interesting and well-structured courses I have done, plenty of supporting information, relevant additional readings and good course content. [I am] thoroughly enjoying it!"
The unit coordinator will maintain the current structure of the unit, ensuring that study guides, lectures, and supplementary materials are reviewed and updated every year to maintain the current standard.
Feedback from SUTE Feedback
A student provided written feedback that they found one of the guest lectures to have used some "judgmental" language.
In consultation with the Bachelor of Midwifery academic staff, the unit coordinator will review the lecture and will make amendments if this is found to be an issue.
- Interpret the anatomy and physiology of human reproduction, pregnancy, birth and lactation
- Analyse the role of the midwife in promoting and facilitating normal processes of the childbearing continuum
- Apply current evidence associated with the provision of midwifery care.
The proposed changes to learning outcomes and the unit will meet the following:
The draft ANMAC Midwifery Education Standards (2020).
Standard 1: Safety of the public.
Standard 3: Program of study.
Standard 5: Student assessment.
The Nursing and Midwifery Board of Australia (NMBA) Midwife Standards for Practice (2018).
Standard 1: Promotes evidence-based maternal health and wellbeing.
Standard 2: Engages in respectful partnerships and professional relationships.
Standard 3: Demonstrates the capability and accountability for midwifery practice.
Standard 4: Undertakes comprehensive assessments.
Standard 5: Develops a plan for midwifery care.
Standard 6: Provides safe and quality midwifery practice.
Standard 7: Evaluates outcomes to improve midwifery practice.
The Nursing and Midwifery Board of Australia (NMBA) Code of Conduct for Midwives (2018).
Principle 1. Legal compliance.
Principle 2. Woman-centred practice.
Principle 3. Cultural practice and respectful relationships.
Principle 4. Professional behaviour.
Principle 7: Health and wellbeing.
The International Confederation of Midwives (ICM) International Code of Ethics for Midwives (2014).
1. Midwifery Relationships.
2. Practice of Midwifery.
3. The Professional Responsibilities of Midwives.
4. Advancement of Midwifery Knowledge and Practice.
National Safety and Quality Health Service Standards (2017).
Clinical Governance Standard.
Partnering with Consumers Standard.
Preventing and Controlling Healthcare-Associated Infection Standard.
Medication Safety Standard.
Comprehensive Care Standard.
Communicating for Safety Standard.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Written Assessment - 50% | |||
| 2 - Oral Examination - 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 - Oral Examination - 50% | ||||||||||
Textbooks
MIDWIFERY: PREPARATION FOR PRACTICE
Edition: 5th (2022)
Authors: Pairman, Sally, Tracy, Sally K, Dahlen, Hannah and Dixon, Lesley
Elsevier Australia
Sydney Sydney , NSW , Australia
ISBN: 9780729544764
MYLES TEXTBOOK FOR MIDWIVES
Edition: 17th (2020)
Authors: Marshall, Jayne & Raynor, Maureen
Elsevier Australia
Edinburgh Edinburgh , United Kingdom
ISBN: 9780702076428
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Webcam
- ZOOM
- Computer- ability to access study materials, including instructional videos & upload assessment. Printer for printing assessment. Scanner or equivalent for uploading assessment.
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
Human Reproduction and Conception
Chapter
Week one study guide and the readings included within
Events and Submissions/Topic
Module/Topic
Fetal Growth and Development
Chapter
Week two study guide and the readings included within
Events and Submissions/Topic
Module/Topic
Changes and adaptations in pregnancy
Chapter
Week 3 study guide and the readings included within
Events and Submissions/Topic
Module/Topic
Antenatal Education, Screening and Assessment
Chapter
Week 4 study guide and the readings included within
Events and Submissions/Topic
Module/Topic
Working with Women During the First Stage of Labour
Chapter
Week 5 study guide and the readings included within
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Working with Women During the Second Stage of Labour
Chapter
Week 6 study guide and the readings included within
Events and Submissions/Topic
Module/Topic
Working with Women During the Third Stage of Labour
Chapter
Week 7 study guide and the readings included within
Events and Submissions/Topic
Module/Topic
Care of the Mother and Baby Post Birth
Chapter
Week 8 study guide and the readings included within
Events and Submissions/Topic
Module/Topic
Midwifery Care of the Newborn
Chapter
Week 9 study guide and the readings included within
Events and Submissions/Topic
Module/Topic
Infant Feeding
Chapter
Week 10 study guide and the readings included within
Events and Submissions/Topic
Module/Topic
Breastfeeding Initiation and Support
Chapter
Week 11 study guide and the readings included within
Events and Submissions/Topic
Module/Topic
The Role of the Midwife in Promoting Normal Processes
Chapter
Week 12 study guide and the readings included within
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Assessment 2 to be completed in a scheduled Zoom meeting during exam week.
Oral Examination Due: Review/Exam Week Monday (9 June 2025) 9:00 am AEST
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Unit Code: MDWF12002
Unit Title: Foundations of Midwifery 1
Assessment 1
Type: Written assessment
Due date: 4pm (AEST), Wednesday 23rd April 2025 (Week 6)
Extensions: Available as per policy
Return Date: Wednesday 14th May 2025
Weighting: 50%
Length: 2,500 words +/- 10% (excluding reference list)
Unit Coordinator: Kelly Haynes
Learning outcomes assessed
- Interpret the anatomy and physiology of human reproduction, pregnancy, birth, and lactation.
- Analyse the role of the midwife in promoting and facilitating normal processes of the childbearing continuum.
- Apply current evidence associated with the provision of midwifery care.
Aim
The aim of this assessment is for you to demonstrate your understanding of the normal physiological changes that occur during the childbearing continuum. You will utilise the Australian College of Midwives National Midwifery Guidelines for Consultation and Referral and other relevant evidence associated with providing woman-centred midwifery care to support your discussion.
Instructions
Please follow the steps below to complete this assessment task:
Read the case study below and answer the three questions provided. Write an essay that addresses the below case study from the midwife’s point of view. You must clearly discuss the midwife's role and responsibilities in the care of this woman. The essay should discuss the physiological processes underlying the discomforts of pregnancy.
Case Study:
You are a midwifery student working in the antenatal clinic under the direct supervision of a midwife. Fatima arrives for her appointment. You review her Pregnancy Health Record and identify that she is a healthy 31-year-old G1 P0 woman with a BMI of 22. She has no previous medical or obstetric history and is currently 34 weeks gestation. You begin the appointment by asking Fatima how she has been feeling.
Please watch a short animation where Fatima explains some of the issues she is experiencing during her pregnancy. You can also read the transcript of her response below:
"I’ve been feeling really uncomfortable lately. One of the things that’s bothering me is heartburn. I had it early on in the pregnancy, and now it’s come back, and I don’t know why. It’s making it hard to sleep and eat properly.
I’m also having a lot of trouble walking around because of the pain in my pelvis. Simple things like climbing stairs or getting in and out of the car or bed are painful.
On top of that, I’ve noticed dark, uneven patches on my cheeks. I mentioned it to the midwife in a previous appointment, and she said it was the 'butterfly mask,' but she didn’t explain what that meant. She just said it was normal in pregnancy. The problem is, that it’s getting worse, and I’m not sure if it will go away after the baby’s born.”
I’m just feeling exhausted and fed up with everything. I really can’t wait for this baby to be here."
Please answer the following three questions relating to the case study:
- Identify the three physiological changes occurring during pregnancy identified in the case study, and discuss how the three physiological changes contribute to physical discomforts (approximately 775 words).
- Analyse how the midwife's role in the antenatal period supports the assessment and management of Fatima's current physical discomforts (approximately 650 words).
- Identify and discuss strategies that can help alleviate Fatima's current physical discomforts. Use contemporary evidence to support each strategy (approximately 775 words).
Literature and references
In this assessment use at least 8 contemporary references (10 years or less) sourced from the CQUniversity library to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as government, university, or peak national bodies: for example, the Australian College of Midwives, Australian Bureau of Statistics and Australian Institute of Health and Welfare. Note, that websites such as StatPearls, Life in the Fastlane, and Wikipedia are not suitable for this assessment task. Lecture notes are not primary sources of evidence and should not be used in this assessment.
Requirements
- Use a cover page for your assignment that includes in the following order:
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Student name
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Student number
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Unit code and name
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Assessment type
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Due date
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In-text word count
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Use of Gen AI: Gen AI agent.……..has been used for editing and proofreading this assessment (insert or delete as applicable).
- Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
- Include page numbers on the top right side of each page in a header.
- Indent the first line of each paragraph 1.27cm (standard pre-set indent in Microsoft Word).
- An introduction and conclusion are not required for this assessment.
- All questions in the instructions of this assessment must be attempted and clearly answered to pass this assessment task.
- Write in the third-person perspective.
- Use formal academic, discipline specific, professional and inclusive language.
- Use Microsoft Word English (Australia) spelling and grammar checker.
- Paraphrase, summarise or quote information acknowledging the original source (referencing) to avoid plagiarism.
- Use essay structure. Bullet points, tables and appendices are not to be used in this assessment.
- Follow academic writing conventions: spell out contractions in full; introduce abbreviations and acronyms; spell out numbers for zero through nine and use numerals for numbers 10 and above.
- All work submitted must be your own work.
- Start your reference list on a separate page to the body of your assessment.
- 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, and books) to reference your argument. The quality and credibility of your sources are important. Please note that lecture notes are not peer-reviewed primary sources of evidence.
- We recommend that you access your discipline specific Nursing and Midwifery Subject Guide.
- You may like to manage your citations and reference list. Information on how to use academic referencing software (EndNote) is available at the CQUniversity Library website should you wish to learn how to use it.
- For information on academic writing and referencing, please visit the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources, including information for students with English as a second language.
- You may wish to submit a draft to Studiosity.
- Submit at least one draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Academic Integrity
You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
The use of any generative artificial intelligence is permitted for the following purposes:
Gen AI content is used to generate ideas and general structures.
Gen AI content editing.
Checking spelling and grammar (for example, Grammarly). If you use Gen AI to generate ideas, you are required to reference the Gen AI agent as per APA 7th guidelines. If you are using a Gen AI agent for content editing, please complete the declaration on the title page of your assessment. If Gen AI is not used, please delete this declaration.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Late penalties of 5% per day of the available mark may be applied as per the Assessment Policy and Procedure (Higher Education Coursework).
Contact TASAC if you experience technical issues submitting your assessment:
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Phone toll-free 1300 666 620
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Email tasac@cqu.edu.au
Marking Criteria
Refer to the marking rubric on the Moodle site for more details on how marks will be assigned.
Assessment re-attempt is not available for Assessment One.
Minimum Pass Criteria
You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
In the event you are eligible for a supplementary assessment, all assessment tasks must be reasonably attempted in this unit.
Week 6 Wednesday (23 Apr 2025) 4:00 pm AEST
Please submit to the assessment upload zone on the Moodle page
Week 9 Wednesday (14 May 2025)
Please allow for up to 3 weeks post the due date for the return of marked assessments.
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Key Criteria |
High Distinction 84.5–100% |
Distinction 74.50–84.49% |
Credit 64.50–74.49% |
Pass 49.50–64.49% |
Fail ≤49.4% |
TOTAL |
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Introduction
(5%) |
(5–4.3) Comprehensive and succinct introduction that provides excellent background information that introduces the topic and outlines aim/s and direction of the assessment. |
(4.22–3.73) Clear and appropriate background that introduces the topic and outlines the aim/s and direction of the assessment. |
(3.72–3.23) An adequate and appropriate introduction that provides some background information that introduces the topic and outlines the aim/s and direction of the assessment. |
(3.22–2.48) An introduction has been attempted, however provides limited background information and the outline of the assessment’s aim/s and direction of the assessment is not clear. |
(2.47–0) The introduction has significant errors or omissions of background and the aim/s or the introduction is not evident or provided. The logical direction of the assessment is not evident.
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Conclusion
(5%) |
(5–4.3) Comprehensive and succinct conclusion that summarises the main points and brings the discussion to a logical close. |
(4.22–3.73) Clear and appropriate conclusion that summarises the main points and brings the discussion to a close. |
(3.72–3.23) An adequate and appropriate conclusion that outlines most of the main points and brings some sense of closure. |
(3.22–2.48) A conclusion has been attempted, summarises some of the main points and endeavours to bring the discussion to a close-there may be some incongruity.
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(2.47–0) The conclusion has significant errors or omissions with minimal or no summarisation of the key points. |
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Physiological changes of pregnancy
(25%) |
(25-21.3) Provides a comprehensive and logical discussion of the physiological changes of pregnancy that have caused the woman’s discomforts, written in the student’s own words.
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(21-18.8) Clear and logical discussion of the physiological changes of pregnancy that have caused the woman’s discomforts, written in the student’s own words.
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(18.5-16.3) Satisfactorily and mostly logical discussion of the physiological changes of pregnancy that have caused the woman’s discomforts, written in the student’s own words.
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(16-12.5) Adequate and mostly logical discussion of the physiological changes of pregnancy that have caused the woman’s discomforts, written in the student’s own words.
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(12.3-0) Inadequate and/or illogical and/or no discussion of the physiological changes of pregnancy that have caused the woman’s discomforts and/or is/is not written in the student’s own words.
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Midwife's role
(20%) |
(20-17) Comprehensive and logical explanation of the midwife’s role when assessing and managing the discomforts of the woman during the antenatal period, written in the student’s own words.
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(16.9-15) Clear and logical explanation of the midwife’s role when assessing and managing the discomforts of the woman during the antenatal period, written in the student’s own words.
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(14.9-13) Satisfactory and mostly logical explanation of the midwife’s role when assessing and managing the discomforts of the woman during the antenatal period, written in the student’s own words.
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(12.9-10) Adequate and mostly logical explanation of the midwife’s role when assessing and managing the discomforts of the woman during the antenatal period, written in the student’s own words.
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(<9.9-0) Inadequate and/or illogical and/or no explanation of the midwife’s role when assessing and managing the discomforts of the woman during the antenatal period, and/or is/is not written in the student’s own words. |
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Evidence-based strategies
(25%) |
(25-21.3) Comprehensive, logical and evidence-based explanation of strategies that may alleviate the woman’s discomforts using available evidence, written in the student’s own words. |
(21-18.8) Clear, logical and evidence-based explanation of strategies that may alleviate the woman’s discomforts, which comprehensively available evidence, written in the student’s own words.
. |
(18.5-16.3) Satisfactory and mostly logical explanation of strategies that may alleviate the woman’s discomforts, which comprehensively discusses the available evidence, written in the student’s own words. |
(16-12.5) Adequate and mostly logical explanation of strategies that may alleviate the woman’s discomforts, which comprehensively discusses the available evidence, written in the student’s own words. |
(12.3-0) Inadequate and/or illogical and/or no explanation of strategies that may alleviate the woman’s discomforts, which does not incorporate available evidence and/or is/is not written in the student’s own words.
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Professional writing and presentation
(10%) |
(10–8.5) Content is clear, accurate and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are no errors in English grammar, spelling, and punctuation. Language of the discipline is comprehensively used. Formatting requirements applied without error. Literature cited is published in the last 10 years. Assessment is written using the student’s own words and is the student’s own work. |
(8.4–7.5) Content is frequently clear, correct and presented in a logical order demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. Language of the discipline is frequently used. Formatting requirements are applied with 1 error. Majority of literature cited is published in the last 10 years. Assessment is written using the student’s own words and is the student’s own work. |
(7.4–6.5) Content is mostly clear, correct and presented in a logical order demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. Language of the discipline is mostly used. Formatting requirements are applied with 2 errors. Most literature cited is published in the last 10 years. Assessment is written using the student’s own words and is the student’s own work. |
(6.4–5) Content is frequently clear, correct and presented in a logical order demonstrating a reasonable understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. Language of the discipline is used. Formatting requirements are applied with 3 errors. Some literature cited is published in the last 10 years. Assessment is written using the student’s own words and is the student’s own work. |
(4.9–0) Content is consistently unclear or incorrect and is disorganised demonstrating insufficient understanding of the topic. English grammar, spelling and punctuation conventions have ≥4 errors. Language of the discipline is rarely, incorrectly or not used. Formatting requirements are applied with ≥4 errors. Majority of literature cited is published ≥10 years or not cited. Assessment is inconsistently or not written using the student’s own words and/or is not the student’s own work. |
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Referencing
(10%) |
(10–8.5) Acknowledges all sources of peer reviewed literature. Has no APA 7th Edition referencing errors, and all references have been cited. The assessment is substantiated with a minimum of 8 appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no errors in-text and the reference list. |
(8.4–7.5) Acknowledges majority sources of peer reviewed literature. Has 1 APA 7th Edition referencing errors or references not provided. The assessment is substantiated with a minimum of 7, appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 1 errors in-text and the reference list. |
(7.4–6.5) Acknowledges most sources of peer reviewed literature. Has 2 APA 7th Edition referencing errors or references not provided. The assessment is substantiated with a minimum of 6, appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 2 errors in-text and the reference list. |
(6.4–5) Acknowledges some sources of peer reviewed literature. Has 3 APA 7th Edition referencing errors or references not provided. The assessment is substantiated with a minimum of 5, appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 3 errors in-text and the reference list.
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(4.9–0) Acknowledges minimal or no sources peer reviewed literature. Has ≥4 or more APA 7th Edition referencing errors or references not provided. The assessment cites ≤4 sources of peer reviewed evidence and/or evidence is not appropriate. Has ≥4 or more APA 7th Edition referencing errors in-text and the reference list. |
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TOTAL: |
MARKER: |
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Marker’s feedback:
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- Interpret the anatomy and physiology of human reproduction, pregnancy, birth and lactation
- Analyse the role of the midwife in promoting and facilitating normal processes of the childbearing continuum
- Apply current evidence associated with the provision of midwifery care.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Social Innovation
2 Oral Examination
Unit Code: MDWF12002
Unit Title: Foundations of Midwifery 1
Assessment 2
Type: Viva Voce Oral Examination
Due date: Exam week (Monday 9th – Friday 13th June 2025)
Extensions: Available as per policy
Return Date: Friday 27th June 2025
Weighting: 50%
Completion time: 30 minutes
Unit Coordinator: Kelly Haynes
Learning Outcomes Assessed
- Interpret the anatomy and physiology of human reproduction, pregnancy, birth, and lactation.
- Analyse the role of the midwife in promoting and facilitating normal processes of the childbearing continuum
- Apply current evidence associated with the provision of midwifery care.
Aim
The aim of this assessment is to demonstrate and apply your understanding of the normal processes of the childbearing continuum and the midwife's role in promoting and facilitating these processes through woman-centred partnerships. This assessment will allow you to show your understanding and application of the NMBA Midwife Standards of Practice (2018) to clinical scenarios related to the childbearing continuum.
Viva Voce Examination Instructions
Students will attend an oral Viva examination via an online Zoom meeting. Each student will be allocated an individual Zoom meeting timeslot for a particular day and time during exam week, Term 1, 2025. Students will be sent the details for the Viva Voce via email. Students must reply to this email confirming: 1) their receipt of the Zoom meeting link, and 2) their confirmation of attendance at the allocated time. It is compulsory to attend this examination.
During the examination, students will be given a verbal handover and questions relating to a specific clinical scenario. You are permitted to take notes whilst receiving the handover. You will then have reflection and thinking time for 10 minutes. During this time, you are permitted to continue taking notes. You can refer to your hard copy learning materials during your attempt. However, students should be familiar with the content as time limits apply.
The assessment question and answer time is scheduled for 15 minutes and will be recorded by the examiner for marking and quality purposes. Your Viva will relate to the provision of midwifery care for a woman experiencing a normal pregnancy/childbirth/postpartum period which will be selected randomly on the day of the assessment. You will be assessed on your communication skills as well as your clinical midwifery knowledge.
The topics for the Viva Voce assessment will be covered within the Foundations of Midwifery one study guides and are as follows:
- Normal pregnancy
- Normal labour and birth
- Normal postpartum period
- Lactation and breastfeeding
- The healthy neonate
Important considerations for being successful in the Viva Voce:
You must be prepared to answer questions relating to your scenario and discuss your course of action in relation to the midwifery care of your woman/neonate. This will require you to be ‘present’ in the scenario (verbalising what you would do if faced with this in practice).
When answering the exam questions, students will consider the following NMBA Midwife Standards for Practice (standards 1, 2, 3 and 6), which state that midwives should:
Standard 1: Promote evidence-based maternal health and well-being.
Standard 2: Engage in respectful partnerships and professional relationships.
Standard 3: Demonstrate the capability and accountability for midwifery practice.
Standard 6: Provide safe and quality midwifery practice.
Requirements
You will need:
Computer access with a reliable internet connection, microphone and Zoom access.
Relevant unit learning materials available to access during the Viva Voce oral examination.
If you have any technical issues let the unit coordinators know immediately. You are required to take a screenshot or photo of the issue and email it to the unit coordinators as soon as possible. We will assist you with resolving the issue or refer you to TaSAC for further assistance (toll-free phone number 1300 666 620)
Resources
This is an open-book examination. You may refer to hard-copy resources during the examination. Electronic resources are not permitted.
Academic Integrity
Viva Voce scenarios are drawn from a bank and will be randomised.
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 examination scenarios or responses is not permitted at any time.
The use of electronic resources including generative artificial intelligence is not permitted within this assessment.
Marking Criteria
Refer to the marking rubric on the Moodle site for more details on how marks will be assigned. Results will be available by the return date provided.
Minimum Pass Criteria
You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
In the event you are eligible for a supplementary assessment, all assessment tasks must be reasonably attempted in this unit.
Review/Exam Week Monday (9 June 2025) 9:00 am AEST
Assessments to take place throughout exam week. Students will be allocated their own individual timeslot and sent a Zoom link for this examination time via email.
The unit coordinator will submit the completed examination rubrics into Moodle by week 15 (university vacation).
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Key Criteria |
High Distinction 84.5–100% |
Distinction 74.50–84.49% |
Credit 64.50–74.49% |
Pass 49.50–64.49% |
Fail ≤49.4% |
Total |
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Communication Skills 30% |
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Verbal & non-verbal · Use of language · Fluency & Pronunciation · Engagement · Eye Contact
(10%)
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Uses an extensive and rich vocabulary appropriate to the topic. Speaks clearly with a natural speaking pace Strongly and positively engaged in the topic during discussion. Consistently holds the attention of the panel/questioner with the use of direct eye contact. (10-8.5) |
Uses a wide and appropriate vocabulary appropriate to the topic Speaks clearly with minimal pauses or hesitation Demonstrates good and mostly positive engagement with the topic during discussion. Mostly consistent use of direct eye contact with panel/questioner (8.4-7.5) |
Uses acceptable vocabulary that is appropriate to the topic. Speech mostly clear but noticeable pauses and/or speaks too fast occasionally Demonstrates acceptable engagement with the topic during discussion. Adequate eye contact made with panel/questioner (7.4-6.5) |
Uses adequate vocabulary appropriate to the topic Speech is low and/or unclear at times. Multiple pauses and/or speaks too fast on numerous occasions. Demonstrates adequate engagement with the topic during discussion. Minimal eye contact was made with the panel/questioner. (6.4-5) |
Uses limited or inadequate vocabulary which is not appropriate to the topic. The student mumbles is incoherent and speaks too quietly for panel to hear. Shows no engagement and/or negativity towards the topic during discussion. No eye contact was made with the panel/questioner (4.9-0) |
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Mastery of Maternity Care Scenario 70% (Knowledge and comprehension, application, analysis, and synthesis of information) |
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Overall understanding (20%) |
Demonstrates a deep/robust understanding of the scenario with fully accurate information. Answers all questions with explanation and elaboration (20-17)
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Demonstrates an extended understanding of the scenario with accurate information. Answers most questions with ease though sometimes requires further elaboration. (16.5-15)
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Demonstrates a good understanding of the scenario with mostly accurate information. Ability to answer some questions but answers lack complexity (14.5-13) |
Demonstrates a satisfactory understanding of scenario with some inaccurate information. Is only able to answer rudimentary questions on the topic. (12.5-10) |
Demonstrates limited or no understanding of the scenario. Information is mostly inaccurate. Has no grasp of the information and is unable to answer questions. (9.5-0) |
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Articulation of thoughts (20%) |
Clearly articulates position and thoughts are extensively expressed (20-17) |
Articulates position and thoughts expressed clearly (16.5-15) |
Articulates a position that is incomplete or lacks complexity. Expression of thoughts mostly clear (14.5-13) |
Articulates a position that is unfocused at times. Expression of thoughts is sometimes unclear and/or ambiguous. (12.5-10) |
Limited or no ability to articulate a position. Limited ability to express any thoughts, those expressed are unclear. (9.5-0) |
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Evidence (10%) |
All evidence is highly relevant and specific to the scenario discussion (10-8.5) |
Presents relevant evidence that is accurate to the scenario discussion (8.4-7.5) |
Presents mostly relevant evidence that links to the scenario discussion. Mostly accurate. (7.4-6.5) |
Presents evidence that often links to the scenario, but the evidence is somewhat inaccurate. (6.4-5) |
Does not present any evidence of relevance to the scenario or presents highly inaccurate evidence. (4.9-0) |
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Implications (10%) |
Comprehensive and fully explores the major implications of the proposed plan of care (10-8.5) |
Relevant and accurate discussion of the major implications of the proposed plan of care. (8.4-7.5) |
Acceptable and mostly relevant discussion of the major implications of the proposed plan of care. (7.4-6.5) |
Satisfactory discussion of the major implications of the proposed plan of care. (6.4-5) |
No discussion of any implications for a proposed plan of care (4.9-0) |
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Structure and organisation (10%) |
Presents information/ideas logically. (10-8.5) |
Present information in a mostly logical sequence. (8.4-7.5) |
A few areas of disjointedness /lack of logical progression. (7.4-6.5) |
Ideas are presented in a partly logical way but are disjointed and do not always flow logically. (6.4-5) |
Ideas are illogical and very disjointed with no logical flow making. it difficult to follow. (4.9-0) |
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Demonstration of Woman-Centred Care (20%)
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Comprehensively considers the needs of the woman and her family in relation to the issue and analyses how they can be best integrated into her plan of care. (20-17) |
Sound ability to consider the needs of the woman and her family in relation to the issue and analyses how they can be best integrated into her plan of care. (16.5-15) |
Acceptable ability to consider the needs of the woman and her family in relation to the issue and analyses how they can be best integrated into her plan of care. (14.5-13) |
Consideration of the needs of the woman and her family in relation to the issue is basic. Some ability to form a plan of care but lacks integration and is unclear at times. (12.5-10) |
Limited or no consideration of the needs of the woman and her family in relation to the issue. Little or no evidence of any ability to form a plan of care. (9.5-0) |
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TOTAL: |
MARKER: |
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Marker’s feedback:
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- Interpret the anatomy and physiology of human reproduction, pregnancy, birth and lactation
- Analyse the role of the midwife in promoting and facilitating normal processes of the childbearing continuum
- Apply current evidence associated with the provision of midwifery care.
- Communication
- Problem Solving
- Critical Thinking
- Team Work
- 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?
