Overview
In this unit, you will explore the role and scope of the midwife and the legal and ethical parameters framing midwifery practice. You will explore the philosophical and historical contexts underpinning the midwifery profession including the discourses that influence women's decision making in relation to their care. Legal and ethical parameters framing midwifery practice and their importance to professional accountability will be critically examined; specifically the Nursing and Midwifery Board of Australia (NMBA), the Midwife Standards for Practice and Code of Conduct for Midwives, the International Confederation of Midwives (ICM) International Code of Ethics for Midwives and other relevant Australian legislation. You will also be introduced to the Australian maternity services, models of midwifery care available, and the provision of inclusive culturally safe practice.
Details
Pre-requisites or Co-requisites
Co-requisite: MDWF12003 Midwifery Practice 1
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 Student zoom session
I enjoyed the discussion forums. These were very topical and raised questions about how to remain woman-centred when facing ethical dilemmas. I really appreciated how it made me think about the woman and also my own student scope of practice, but there were a lot of forums which added to my stress.
Continue to provide engaging and thought-provoking topics that align with legal and ethical dilemmas in contemporary midwifery practice, stimulating student interest. Consider reducing the number of discussion topics across the term.
Feedback from Moodle
The written assessments are linked together and this helped me to complete assessments in a timely way.
The unit coordinator will continue to provide structured assessments to improve understanding of theoretical concepts and demonstrate the application of legal and ethical frameworks to midwifery practice.
- Apply the historical, philosophical, legal, and ethical concepts applicable to midwifery practice and their relationship to the professional scope of the registered midwife
- Analyse professional accountability in relation to the responsibilities and obligations of the midwife
- Explore the different models of maternity care and the professional discourses that influence women's decision making in relation to their care
- Integrate effective, culturally safe, and inclusive ethical decision making within the midwifery profession.
Content in this unit incorporates a number of professional requirements including 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 National Safety and Quality Health Service Standards (2017).
Clinical governance.
Partnering with consumers.
Preventing and controlling healthcare-associated infection.
Medication safety.
Comprehensive care.
Communicating for safety.
The 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 5: Develops plans for midwifery practice.
Standard 6: Provides safe and quality midwifery practice.
The NMBA Code of Conduct for Midwives (2018).
Principle 1: Legal Compliance
Principle 2: Woman-centred practice.
Principle 3: Cultural practice and respectful relationships.
Principle 4: Professional behaviour.
Principle 7: Health and wellbeing.
The International Confederation of Midwives (ICM) Code of Ethics for Midwives (2014).
Midwifery relationships.
Practice of midwifery.
Professional responsibilities of midwives.
Advancement of midwifery knowledge and practice.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Group Discussion - 30% | ||||
| 2 - Critical Review - 30% | ||||
| 3 - Portfolio - 40% | ||||
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 | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Group Discussion - 30% | ||||||||||
| 2 - Critical Review - 30% | ||||||||||
| 3 - Portfolio - 40% | ||||||||||
Textbooks
Midwifery: Preparation for Practice
Edition: 5th (2023)
Authors: Sally Pairman, Sally K. Tracy, Hannah Dahlen, Lesley Dixon
Elsevier
ISBN: 9780729544764
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Headphones/speaker/microphone
- Zoom
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.
r.chee@cqu.edu.au
Module/Topic
Midwifery philosophies
Chapter
Chapters 2, 7, & 10 in Midwifery: Preparation for Practice.
Events and Submissions/Topic
Module/Topic
Midwifery historical contexts
Chapter
Chapter 1 in Midwifery: Preparation for Practice.
Events and Submissions/Topic
Week 2 blogs due on 15/03/2024 at 23.55 PM
Module/Topic
Contemporary midwifery perspectives
Chapter
Chapter 14, 15 & 3 in Midwifery: Preparation for Practice.
Events and Submissions/Topic
Module/Topic
The midwife-woman partnership
Chapter
Chapter 17 in Midwifery: Preparation for Practice.
Events and Submissions/Topic
Module/Topic
Introduction to the law and Australia's legal system
Chapter
Chapter 14 of Midwifery: Preparation for Practice.
Events and Submissions/Topic
Week 5 blogs due on 05/04/2024 at 23.55 PM
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
The Australian Midwife Standards for Practice and related legislation
Chapter
Chapter 13 in Midwifery: Preparation for Practice.
Events and Submissions/Topic
Module/Topic
Consent and refusal of consent
Chapter
Events and Submissions/Topic
Module/Topic
Record keeping
Chapter
Events and Submissions/Topic
Week 8 blogs due on 03/05/2024 at 23.55 PM
Module/Topic
Bioethics and midwifery practice
Chapter
Events and Submissions/Topic
Module/Topic
Role and responsibilities of the midwife
Chapter
Chapter 13 in Midwifery: Preparation for Practice.
Events and Submissions/Topic
Module/Topic
Advocacy
Chapter
Events and Submissions/Topic
Week 11 blogs due on 24/05/2024 at 23.55 PM
Module/Topic
Scope of practice and women's choice
Chapter
Chapters 2 & 13 in Midwifery: Preparation for Practice.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Group Discussion
Type: Group Discussion
Due date: Wednesday 1st May 2025, 16:00 (AEST)
Extensions: Available as per policy
Return date: Wednesday 15th May 2025
Weighting: 30%
Length: 300- 400 words per post (excluding reference list)
Unit Coordinators: Rachelle Chee
Learning Outcomes Assessed
- Apply the historical, philosophical, legal, and ethical concepts applicable to midwifery practice and their relationship to the professional scope of the registered midwife.
- Analyse professional accountability in relation to the responsibilities and obligations of the midwife.
- Explore the different models of maternity care and the professional discourses that influence women's decision-making in relation to their care.
Aim
The aim of this assessment is for you to demonstrate your understanding of legal and ethical midwifery practice by discussing various topics with your midwifery student peers, explore professional accountability, and the historical, philosophical, legal and ethical concepts underpinning midwifery.
Instructions
Please follow the steps below to complete your assessment task:
- You are required to participate in four (4) online group discussions via a dedicated discussion board on the unit Moodle website.
- You must write one main post of your own and respond to at least one of your peer’s posts for each of the four discussion topics.
- Submit your posts to enable other students the opportunity to respond to discussion posts, e.g., at least 12-hours before the due time.
- Ensure you write thought-provoking posts using professional dialogue and referring to scholarly literature, professional codes or standards, and legal documentation as applicable.
- When responding to your peers’ posts, ensure that you expand upon their original post. Do not simply state “yes, I agree” or similar.
- The Unit Coordinator will collate your responses and complete the final submission at the end of week 10.
Discussion 1: Posts due Week 3, Wednesday 26th March 2025 16:00 (AEST)
As a recent graduate midwife, you collaborate with Carolyn in the antenatal clinic of a large tertiary hospital. Carolyn is an experienced midwife with over 10 years’ experience. Carolyn tells you about a woman she recently cared for in an appointment who had refused to see a doctor to schedule an elective caesarean section, which was recommended because by Carolyn the estimated foetal weight was above the 97th percentile at 36 weeks gestation. Carolyn says, “oh well, she will be sorry when she ends up with a caesarean anyway after she tries and fails to have a vaginal birth”.
1. What are the professional issues in the Discussion 1 case study? How do the Midwife Standards for Practice (Nursing and Midwifery Board of Australia [NMBA], 2018), Code of Conduct for Midwives (NMBA, 208), and the International Code of Ethics for Midwives (International Confederation of Midwives, [ICM], 2014) relate to this scenario?
2. Discuss how you would address this situation?
Discussion 2: Posts due Week 5, Wednesday 9th April 2025 16:00 (AEST)
As a recent graduate midwife, you meet Anna for her 30-week antenatal appointment. Anna is G4P3, married, and works full-time as a teacher. She was diagnosed with gestational diabetes at her 28-week midwifery appointment. Anna’s records indicate that she recently failed to attend a scheduled appointment with the hospital dietitian following her diagnosis. When you ask Anna about this she says “I had gestational diabetes with my youngest child, who is only 18 months old. I told the midwife at my last appointment that I know how to manage my diabetes and that I still have all my glucose monitoring equipment, so I know exactly what to do. I can’t go to these 2-hour dietician appointments in the middle of the day because I must go to work. The midwife said she would put the referral in anyway and that I would just have to take a sick day for my appointments.”
1. How would you manage this situation?
2. What are your responsibilities as a midwife in this situation?
3. What other concerns do you have?
Discussion 3: Posts due Week 8, Wednesday 7th May 2025 16:00 (AEST)
As a recent graduate midwife, you are working in the Maternity Assessment Unit with colleague, Danika. You are both assessing Kate, who is 41 weeks pregnant and has been experiencing offensive smelling green vaginal discharge. Kate is lying in bed, when Danika pulls up her dress and begins palpating Danika’s abdomen. As Danika palpates the pubic symphysis, Kate cries out in pain and tells Danika to stop. Danika says, “hold on, I’m almost done”, and continues for a few more seconds, before ending the palpation.
1. What are your thoughts about legal and professional midwifery issues in this situation?
2. How should you proceed in this situation?
Discussion 4: Posts due Week 10, Wednesday 21st May 2025 16:00 (AEST)
As a recent graduate midwife, you are working in midwifery group practice with fellow team member, Rikki. You recently completed a booking visit for Maria, who was supported by Rikki for her previous birth 2 years ago. Maria is hoping to have a homebirth this time. When perusing Maria’s records from her first birth, you note that a doctor had recorded “shoulder dystocia” as a complication, but that Rikki’s notes had stated “tight shoulders, but no shoulder dystocia”. When you ask Rikki to clarify this discrepancy, she tells you “Look, it probably was a shoulder dystocia but if I had written that in her notes, there’s no way the doctors would let her have a home birth”.
1. How would you manage this situation?
2. What are your responsibilities as a midwife in this situation?
3. What other concerns do you have?
Literature and references
In this assessment use at least one contemporary reference per post (10 years or less) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing, the Australian Association of Social Workers, Australian Bureau of Statistics, Australian Institute of Health and Welfare. Note, that websites such as Stat Pearls, 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. All resources, other than web pages and grey literature, must be sourced from the CQUniversity library.
Requirements
- Use a conventional and legible size 12 font, such as Times New Roman.
- 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 first-person perspective for any reflective elements of your posts, however, write in the third-person perspective when referring to the literature.
- Use formal academic, discipline specific, professional and inclusive language.
- Paraphrase, summarise or quote information acknowledging the original source (referencing) to avoid plagiarism.
- Headings, bullet points, tables and appendices are not to be used in this assessment.
- Follow academic writing conventions: spell out contractions in full; introduce abbreviations and acronyms; spell out numbers for zero through nine and use numerals for numbers 10 and above.
- All work submitted must be your own work.
- Provide a reference list at the end of each of your posts.
- 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 post to the last word of the post. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
- You can use unit provided materials and other credible sources (e.g., journal articles, books) to reference your argument. The quality and credibility of your sources are important. Please note, lecture notes are not peer reviewed primary sources of evidence.
- 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 go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources, including information for students with English as a second language.
- You may wish to submit a draft to Studiosity.
- The unit coordinator will submit your posts to Turnitin on the final due date for the assessment. Please remember, the similarity score is only a matching tool, and the score alone does not necessarily indicate or eliminate the presence of plagiarism.
Academic Integrity
1. You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
2. The use of any generative artificial intelligence is permitted for the following purposes:
a. Gen AI content is used to generate ideas and general structures.
b. Gen AI content editing.
c. 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 dedicated discussion board on the unit Moodle site only.
Marks will be deducted for late posts according to the marking rubric.
Contact TASAC if you experience technical issues submitting your assessment:
- Phone toll-free 1300 666 620
- Email tasac@cqu.edu.au
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned. Assessment re-attempt is not available for this assessment task.
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.
Each post is due by the Wednesday at 16:00 of the corresponding week (weeks 3, 5, 8, and 10).
Week 12 Wednesday (4 June 2025)
Please allow two weeks for the return of grade for this assessment
|
Key Criteria |
High Distinction 84.5–100% |
Distinction 74.50–84.49% |
Credit 64.50–74.49% |
Pass 49.50–64.49% |
Fail ≤49.4% |
TOTAL |
|
Comprehension of topic
(30%) |
(30-25.5) Comprehensively and concisely addresses all aspects of the discussion topics in relation to the online lecture material/course resources. |
(25.2-22.5) Concisely addresses most aspects of the discussion topics in relation to the online lecture material/course resources. |
(22.2–19.5) Broadly addresses most aspects of the discussion topics in relation to the online lecture material/course resources. |
(19.2–15.0) Addresses some aspects of the discussion topics, however, there are gaps in discussion points. Some relationships to the online lecture material/course resources are drawn.
|
(14.7–0) Minimal or does not address the discussion topics in relation to the online lecture material/course resources. Relationships to the online lecture material/course resources are not drawn. |
|
|
Critical thinking
(30%) |
(30-25.5) Excellent, clear demonstration of critical thought. Succinctly and skillfully integrates evidence to support arguments. |
(25.2-22.5) Appropriate demonstration of critical thought. Clearly integrates evidence to support arguments. |
(22.2-19.5) Provides some demonstration of critical thought. Mostly appropriate evidence is integrated to support arguments. |
(19.2–15.0) Critical thought is attempted, however, there are gaps in the discussion. Some appropriate supporting evidence is provided. |
(14.7–0) Limited or no demonstration of critical thinking and/or lack of relevance in the discussion. |
|
|
Online posting
(20%) |
(20.0–17.0) Posts are made in a timely manner, providing other students with the opportunity to respond. Response posts are made prior to the topic due dates and times. Critical and mindful connections are consistently made to other students’ discussions. Posts are made for every discussion topic. |
(16.8-15.0) Posts are made in a timely manner, providing other students with the opportunity to respond. Response posts are made prior to the topic due dates and times. Well-developed connections are consistently made to other students’ discussions. Posts are made for every discussion topic. |
(14.8–13.0) Posts are made in a timely manner, providing other students with the opportunity to respond. Response posts are made prior to the topic due dates and times. Adequately developed connections are made to other students’ discussions. Posts are made for every discussion topic. |
(12.8-10.00) Posts are made in a timely manner, providing other students with the opportunity to respond. Response posts are made prior to the topic due dates and times. Somewhat developed connections are made to other students’ discussions. Posts are made for every discussion topic. |
(9.8–0) Some/all posts are not made in a timely manner. Some/all response posts are not made prior to the topic due dates and times. Limited or no connections are made to other students’ discussions. Posts are absent for some / all discussion topics. |
|
|
Professional writing and presentation
(10%) |
(10–8.5) Content is clear, accurate and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are no errors in English grammar, spelling, and punctuation. Language of the discipline is comprehensively used. Formatting requirements applied without error. Literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(8.4–7.5) Content is frequently clear, correct and presented in a logical order demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. Language of the discipline is frequently used. Formatting requirements are applied with 1 error. Majority of literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(7.4–6.5) Content is mostly clear, correct and presented in a logical order demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. Language of the discipline is mostly used. Formatting requirements are applied with 2 errors. Most literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(6.4–5) Content is frequently clear, correct and presented in a logical order demonstrating a reasonable understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. Language of the discipline is used. Formatting requirements are applied with 3 errors. Some literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(4.9–0) Content is consistently unclear or incorrect and is disorganised demonstrating insufficient understanding of the topic. English grammar, spelling and punctuation conventions have ≥4 errors. Language of the discipline is rarely, incorrectly or not used. Formatting requirements are applied with ≥4 errors. Majority of literature cited is published ≥7 years or not cited. Assessment is inconsistently or not written using the student’s own words and/or is not the student’s own work. |
|
|
Referencing
(10%) |
(10–8.5) Acknowledges all sources of peer reviewed literature. Has no APA 7th Edition referencing errors, and all references have been cited. The assessment is substantiated with a minimum of 1 appropriate contemporary peer reviewed journal article per post. 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 1 appropriate contemporary peer reviewed journal article per post. Meets APA 7th Edition referencing standards with no more than 1 error 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 1 appropriate contemporary peer reviewed journal article per post. 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 1 appropriate contemporary peer reviewed journal article per post. Meets APA 7th Edition referencing standards with no more than 3 errors in-text and the reference list. |
(4.9–0) Acknowledges no sources of peer reviewed literature. Has ≥4 or more APA 7th Edition referencing errors or references not provided. The assessment does not cite peer reviewed evidence and/or evidence is not appropriate. Has ≥4 or more APA 7th Edition referencing errors in-text and the reference list. |
|
- Apply the historical, philosophical, legal, and ethical concepts applicable to midwifery practice and their relationship to the professional scope of the registered midwife
- Analyse professional accountability in relation to the responsibilities and obligations of the midwife
- Explore the different models of maternity care and the professional discourses that influence women's decision making in relation to their care
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Critical Review
Type: Critical Review
Due date: Wednesday 30th April 2025 16:00 (AEST)
Extensions: Available as per policy
Return date: Wednesday 14th May 2025
Weighting: 30%
Length: 2000 words +/- 10% (excluding reference list)
Unit Coordinators: Rachelle Chee
Learning Outcomes Assessed
2. Analyse professional accountability in relation to the responsibilities and obligations of the midwife.
4. Integrate effective, culturally safe, and inclusive ethical decision-making within the midwifery profession.
Aim
The aim of this assessment is for you to analyse a real-life clinical scenario (case study), identifying the clinical midwifery issues, and focus on how the care received by the woman and baby breaches midwifery codes and standards and ethical and legal considerations relating to women and baby safety.
Instructions
Please follow the steps below to complete your assessment task:
1. Read the online articles linked below which report on real-life clinical scenarios.
2. Choose one real-life clinical scenario, upon which you will focus both assessments two and three on for this unit.
- The story of Kelsey and Aaron Wood
- The story of Elahe Yazdani
- The story of Bodhi Searle 1 and 2 (use both articles for this scenario)
3. Refer to the linked material for the scenario you have selected to complete the following steps:
- Provide an introduction outlining the aim of your assessment and orientating the reader to the subject (approximately 100 words).
- Analyse the scenario to identify and describe the clinical midwifery issues that arose (approximately 500 words).
- Identify and broadly discuss the legal and ethical considerations in relation to the chosen scenario. Your discussion should include, but not be limited to legal, ethical, professional, and philosophical issues (approximately 800 words).
- Explore how the care provided was in breach of the midwifery codes and standards (approximately 500 words).
- Provide a concise conclusion, which summarises the main concepts in your assessment (approximately 100 words).
Literature and references
In this assessment use at least 8 contemporary references (10 years or less) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing, the Australian Association of Social Workers, Australian Bureau of Statistics, Australian Institute of Health and Welfare. Note, that websites such as StatPearls, Life in the Fastlane, and Wikipedia are not suitable for this assessment task. Lecture notes are not primary sources of evidence and should not be used in this assessment. All resources, other than web pages and grey literature, must be sources from the CQUniversity library.
Requirements
Use a cover page for your assignment that includes in the following order:
- Student name
- Student number
- Unit code and name
- Assessment type
- Due date
- In-text word count
- Use of Gen AI: Gen AI agent.……..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 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.
- Headings, bullet points, tables and appendices are not to be used in this assessment.
- Follow academic writing conventions: spell out contractions in full, introduce abbreviations and acronyms, spell out numbers for zero through nine and use numerals for numbers 10 and above.
- All work submitted must be your own work.
- 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, books) to reference your argument. The quality and credibility of your sources are important. Please note, lecture notes are not peer reviewed primary sources of evidence.
- 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 go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources, including information for students with English as a second language.
- You may wish to submit a draft to Studiosity.
- Submit at least one draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here. Please remember, the similarity score is only a matching tool, and the score alone does not necessarily indicate or eliminate the presence of plagiarism.
Academic Integrity
1. You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
2. The use of any generative artificial intelligence is permitted for the following purposes:
a. Gen AI content is used to generate ideas and general structures.
b. Gen AI content editing.
c. 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 calendar day of the available mark may be applied as per the Assessment Policy and Procedure (Higher Education Coursework).
Contact TASAC if you experience technical issues submitting your assessment:
- Phone toll-free 1300 666 620
- Email tasac@cqu.edu.au
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned. Assessment re-attempt is not available for this Assessment task.
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 7 Wednesday (30 Apr 2025) 4:00 pm AEST
Submit this assessment using the submission point on the unit Moodle site.
Week 9 Wednesday (14 May 2025)
Allow two weeks for the return of grades for this assessment.
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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. |
(4.2–3.8) Clear and appropriate background that introduces the topic and outlines the aim/s and direction of the assessment. |
(3.7–3.3) An adequate and appropriate introduction that provides some background information that introduces the topic and outlines the aim/s and direction of the assessment. |
(3.2–2.5) 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. |
(2.5–0) 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. |
(4.2–3.8) Clear and appropriate conclusion that summarises the main points and brings the discussion to a close. |
(3.7–3.3) An adequate and appropriate conclusion that outlines most of the main points and brings some sense of closure. |
(3.2–2.5) 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. |
(2.5–0) The conclusion has significant errors or omissions with minimal or no summarisation of the key points. |
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Insert criteria to be assessed
(40%) |
(40.0–34.0) Provides a comprehensive discussion of the legal and ethical considerations in relation to the chosen scenario. |
(33.6–30.0) Provides a well-developed discussion of the legal and ethical considerations in relation to the chosen scenario. |
(29.6–26.0) Provides a clear discussion of the legal and ethical considerations in relation to the chosen scenario. |
(25.6–20.0) Provides a basic discussion of the legal and ethical considerations in relation to the chosen scenario.
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(19.6–0.0) Minimal or no discussion of the legal and ethical considerations in relation to the chosen scenario. |
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Insert criteria to be assessed
(15%) |
(15.0–12.8) Provides an excellent clear analysis of the scenario to identify and describe the clinical midwifery issues that arose. |
(12.6–11.3) Provides a well-developed analysis of the scenario to identify and describe the clinical midwifery issues that arose. |
(11.1–9.8) Provides some analysis analysis of the scenario to identify and describe the clinical midwifery issues that arose. |
(9.6–7.5) An analysis of the scenario is attempted about the clinical midwifery issues, however, there are gaps in the analysis. |
(7.4–0.0) Limited or no analysis of the scenario to identify and describe the clinical midwifery issues that arose. |
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Insert criteria to be assessed
(15%) |
(15.0–12.8) Highly developed exploration of how the care provided breached midwifery codes and standards. |
(12.6–11.3) Well-developed exploration of how the care provided breached midwifery codes and standards. |
(11.1–9.8) Adequately developed exploration of how the care provided breached midwifery codes and standards. |
(9.6–7.5) Somewhat developed exploration of how the care provided breached midwifery codes and standards. |
(7.4-0.0) Limited, unclear or omitted exploration of how the care provided breached midwifery codes and standards. |
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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. |
(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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- Analyse professional accountability in relation to the responsibilities and obligations of the midwife
- Integrate effective, culturally safe, and inclusive ethical decision making within the midwifery profession.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
3 Portfolio
Assessment Type: Portfolio
Due Date: 16:00 (AEST) Wednesday 21st May 2025 (Week 10)
Return to Students: Results for this assessment will be made available on Wednesday 4th June 2025.
Weighting: 40%
Length: 100MB file size and no more than 16 sections/pages.
Unit Coordinators: Rachelle Chee
Learning Outcomes Assessed
1. Apply the historical, philosophical, legal, and ethical concepts applicable to midwifery practice and their relationship to the professional scope of the registered midwife.
2. Analyse professional accountability in relation to the responsibilities and obligations of the midwife.
3. Explore the different models of maternity care and the professional discourses that influence women's decision making in relation to their care.
4. Integrate effective, culturally safe, and inclusive ethical decision making within the midwifery profession.
Aim
The aim of this assessment is to create a portfolio summarising your previously chosen real-life clinical scenario and presenting recommendations for future midwifery practice/s based upon the Nursing and Midwifery Board of Australia (NMBA, 2022) Decision-Making Framework for Nursing and Midwifery – Midwifery.
Instructions
Create a digital portfolio to present a summary of your chosen Assessment 2 clinical scenario and outline the legal, ethical, professional, and midwifery practice issues identified. You will then construct your recommendations for midwifery practice based upon the Decision-Making Framework Summary: Midwifery (NMBA, 2022).
A portfolio is a collection of materials put together in a meaningful way to demonstrate your learning. We recommend that you utilise digital software such as Microsoft PowerPoint or Microsoft Sway to complete this task. The portfolio can include a range of different media, including text, images, videos, sound recordings, flow-charts, or infographics.
Please follow the steps below to complete your assessment task:
1. Section/slide 1: Your name, the unit code, the assessment title, and the title of your portfolio.
2. Section/slide 2: Identify and summarise your chosen clinical scenario.
3. Section/slide 3: Outline the legal, ethical, professional, and clinical midwifery practice issues you identified in Assessment 2.
4. Additional sections/slides: Present each of your evidence-based recommendations on a separate section/page. You must make at least four, but no more than six recommendations. Use no more than two sections/pages per recommendation.
5. Final section/slide: Reference list.
Using the steps above, your portfolio will consist of a minimum of 8 sections/slides, and a maximum of 16 sections/slides.
When planning and creating your portfolio, please consider the following:
- Existing sources of included media should be referenced and should complement the original content (created by you) in your portfolio, but should not be used as a substitute for your own original contributions to the portfolio.
- You are welcome to incorporate original media created by you in the portfolio.
- A portfolio is not a presentation. Therefore, whilst you may like to include a voice or video recording for some sections, you are not obliged present the portfolio verbally.
- The maximum file submission size is 100MB. Please consider this when incorporating large media (e.g. video).
Literature and references
Use at least 10 contemporary references (10 years or less) sourced from the CQUniversity library in this assessment 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 from the internet must be from reputable websites such as government, university, or peak national bodies, for example, the Australian College of Nursing, the Australian Association of Social Workers, Australian Bureau of Statistics, Australian Institute of Health and Welfare. Websites such as StatPearls, Life in the Fastlane, and Wikipedia are unsuitable for this assessment task. Lecture notes are unsuitable for this assessment task.
Requirements
- Use a conventional and legible font.
- Any images used must be published with a Creative Commons (CC) license and the source attributed as per the requirements of their CC license.
- Use formal academic language.
- Write in the third person.
- All work submitted must be your own work.
- Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
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 and should not be used for this assessment.
- For information on academic communication, writing, and referencing 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. There are also Oral Presentation resources.
- For information on using PowerPoint please go to the Academic Learning Centre Computing Basics section – How to use PowerPoint.
- You may wish to submit a draft to Studiosity.
- Submit at least one draft of your assessment in PDF to Turnitin before the due date to review your Turnitin Similarity Score before uploading your final submission. Instructions are available here.
Academic Integrity
- You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
- The use of any generative artificial intelligence 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 first section/page of your assessment. If Gen AI is not used, please do not use this declaration.
Submission
Submission will be as follows:
- Microsoft PowerPoint portfolios will be submitted to Moodle in the original PowerPoint (.pptx) format. Only content presented on the slides will be marked. Do not place content in the “notes” section under the slides.
- Microsoft Sway portfolios will be submitted to Moodle in exported PDF (.pdf) format. You must also invite the unit coordinator to view your online Microsoft Sway portfolio (r.chee@cqu.edu.au). Your online portfolio must exactly match the PDF file submitted to Moodle by the due date and time.
- Late penalties of 5% per calendar day of the available mark may be applied as per the Assessment Policy and Procedure (Higher Education Coursework).
Contact TASAC if you experience technical issues submitting your assessment:
- Phone toll-free 1300 666 620
- Email tasac@cqu.edu.au
Marking Criteria
Refer to the marking rubric on the Moodle site for more details on how marks will be assigned. Assessment re-attempt is not available for this Assessment.
Minimum Pass Criteria
- You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
- In the event you are eligible for a supplementary assessment, all assessment tasks must be reasonably attempted in this unit.
Week 10 Wednesday (21 May 2025) 4:00 pm AEST
Submit this assessment using the submission point on the unit Moodle site.
Week 12 Wednesday (4 June 2025)
Allow two weeks for the return of grades for this assessment.
|
Key Criteria |
High Distinction 84.5–100% |
Distinction 74.50–84.49% |
Credit 64.50–74.49% |
Pass 49.50–64.49% |
Fail ≤49.4% |
TOTAL |
|
Slide presentation (10%) |
(10–8.5) No more than 16 sections/slides used that are extremely aesthetically pleasing and hold the audience’s attention. The slides are free of unnecessary detail, succinct, and readable. The slides contain an extremely appealing array of appropriate script and is mostly the student’s own work. |
(8.4–7.5) No more than 16 sections/slides are used that are aesthetically pleasing and hold the audience’s attention. The slides are free of unnecessary detail, succinct, and readable. The slides contain an appealing array of appropriate script and is the student’s own work. |
(7.4–6.5) No more than 16 sections/slides are used that are mostly aesthetically pleasing and hold the audience’s attention. The slides are mostly free of unnecessary detail, succinct, and readable. The slides contain mostly appropriate script and are the student’s own work. |
(6.4–5) No more than 16 sections/slides are used that contain some unnecessary detail but are readable. The slides contain some appropriate script and are the student’s own work. |
(4.9–0) Less than 8 or more than 16 sections/slides have been used. The slides are not aesthetically pleasing and do not hold the audience’s attention. The slides contain unnecessary detail, are cluttered, and/or are not readable. The slides do not contain appropriate script and/or are not the student’s own work. |
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Multimedia content presentation (10%) |
(10–8.5) The portfolio contains an appealing array of multimedia content that can be clearly visualised or heard. The multimedia utilised is highly appropriate to the topic. Multimedia sourced from outside sources is highly complementary to the student’s original content. |
(8.4–7.5) The portfolio contains an appealing array of multimedia content that can be clearly visualised or heard. The multimedia utilised is appropriate to the topic. Multimedia sourced from outside sources is complementary to the student’s original content. |
(7.4–6.5) The portfolio contains an array of multimedia content that can be visualised or heard. The multimedia utilised is mostly appropriate to the topic. Multimedia sourced from outside sources is mostly complementary to the student’s original content. |
(6.4–5) The portfolio occasionally incorporates multimedia content that can be mostly visualised or heard. The multimedia utilised is somewhat appropriate to the topic. Multimedia sourced from outside sources sometimes complements the student’s original content. |
(4.9–0) The portfolio contains little or no multimedia and/or it is difficult to be visualised or heard. The multimedia utilised is not appropriate to the topic. Multimedia sourced from outside does not complement the student’s original content, or is used to substitute original content. |
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Summary of the scenario
(10%) |
(10–8.5) Content includes a comprehensive and concise summary of the chosen clinical scenario. |
(8.4–7.5) Content includes a mostly comprehensive summary of the chosen clinical scenario. |
(7.4–6.5) Content includes a general summary of the chosen clinical scenario. |
(6.4–5) Content includes a summary of the chosen clinical scenario which lacks description and detail. |
(4.9–0) The content is irrelevant and/or minimally or does not include a summary of the chosen clinical scenario/ |
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Clinical practice issues
(10%) |
(10–8.5) A concise and comprehensive outline of the midwifery clinical practice issues is presented.
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(8.4–7.5) A mostly comprehensive outline of the midwifery clinical practice issues is presented.
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(7.4–6.5) A general outline of the midwifery clinical practice issues is presented.
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(6.4–5) A general outline of the midwifery practice issues is presented but lacks description and detail.
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(4.9–0) The outline is irrelevant and/or minimally outlines the midwifery practice issues. |
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Recommendations
(50%) |
(50.0–42.5) A concise and comprehensive portfolio of recommendations based on the Decision-Making Framework for Nursing and Midwifery is presented. All recommendations are supported by valid and relevant research. At least 4, but no more than 6 recommendations are made. |
(42.0–37.5) A mostly comprehensive portfolio of recommendations based on the Decision-Making Framework for Nursing and Midwifery is presented. All recommendations are supported by valid and relevant research. At least 4, but no more than 6 recommendations are made.
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(37.0–32.5) An appropriate portfolio of recommendations based on the Decision-Making Framework for Nursing and Midwifery is presented. All recommendations are supported by valid and relevant research. At least 4, but no more than 6 recommendations are made. |
(32.0–25.0) A portfolio of recommendations based on the Decision-Making Framework for Nursing and Midwifery is presented, with some omissions and/or inaccuracies. All recommendations are supported by valid and relevant research. At least 4, but no more than 6 recommendations are made. |
(24.5–0) The recommendations are absent or inappropriate. Recommendations are not based upon the Decision-Making Framework for Nursing and Midwifery and/or are not supported by valid and relevant research. Less than 4, or more than 6, recommendations are made. |
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Use of evidence (5%) |
(5–4.25) Expertly integrates (at least 10) quality, relevant, and valid references to support and reflect all ideas, and factual information, with all content supported by evidence. |
(4.2–3.8) Consistently integrates (at least 9) quality, relevant, and valid references to support and reflect ideas, and factual information, with 1 exception. |
(3.75–3.55) Frequently integrates (at least 8) quality, relevant, and valid references to support and reflect ideas, and factual information, with 2 exceptions. |
(3.50–2.5) Occasionally integrates (at least 7) relevant and valid references to support and reflect ideas, and factual information, with 3 exceptions. |
(2.45–0) Infrequent or fails to attempt to integrate relevant and valid references (6 or less) to support and reflect ideas, and factual information. |
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Referencing (5%) |
(5–4.25) Referencing fully adheres to APA 7th style guidelines and is sourced from the CQUniversity Library. Literature cited is published in the last 10 years. |
(4.2–3.8) Referencing generally adheres to APA 7th style guidelines with 1 consistent error. References are sourced from the CQUniversity Library. The majority of literature cited is published in the last 10 years. |
(3.75–3.55) Referencing mostly adheres to APA 7th style guidelines with 2 consistent errors. References are sourced from the CQUniversity Library. Most of the literature cited is published in the last 10 years. |
(3.50–2.5) Referencing occasionally adheres to APA 7th style guidelines with 3 consistent errors. References are sourced from the CQUniversity Library. Some of the literature cited is published in the last 10 years. |
(2.45–0) Referencing does not adhere to APA 7th style guidelines with ≥4 consistent errors. Some references may not be sourced from the CQUniversity Library. The majority of literature cited is published ≥10years. |
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- Apply the historical, philosophical, legal, and ethical concepts applicable to midwifery practice and their relationship to the professional scope of the registered midwife
- Analyse professional accountability in relation to the responsibilities and obligations of the midwife
- Explore the different models of maternity care and the professional discourses that influence women's decision making in relation to their care
- Integrate effective, culturally safe, and inclusive ethical decision making within the midwifery profession.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Social Innovation
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
