Overview
In this unit, you will examine the elements of cultural capability required to practice culturally safe and inclusive midwifery care. You will have the opportunity to develop an understanding of cultural safety through self-reflexivity for culturally safe midwifery care that is free of racism and bias. You will be introduced to Aboriginal and Torres Strait Islander peoples' history and post-colonial experiences to gain an insight into the implications of this for midwifery care, population health, and health care practice. You will gain an understanding of the importance of equitable partnerships with Aboriginal and Torres Strait Islander families, health professionals, organisations, and the community to provide respectful midwifery practice that is underpinned by cultural safety. Specifically, you will focus on historical and current issues in relation to 'Women's Business', birthing on country, motherhood, and the models of midwifery care available to Aboriginal and Torres Strait Islander families.
Details
Pre-requisites or Co-requisites
Pre-requisites: MDWF12006 Midwifery Practice 2, MDWF12005 Foundations of Midwifery 2 and MDWF12004 Critical Inquiry and Midwifery Practice
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 3 - 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 SUTE data
I really enjoyed being able to view the video Djakamirr: Caretaker of Pregnancy and Birth. I gained a lot of knowledge and understanding about culture and practice from this and feel that for future students that this would be beneficial to their learning.
This was a valuable resource for the delivery of the unit and will continue to be incorporated into the unit in future offerings.
Feedback from SUTE data
My marker did not appear to be in tune with what the assessment Zoom said. Marks were very wrong and needed a re-check. I was not happy with this marker. I gained nearly 20 marks for things that were already there. New markers not already a lecturer for the Bachelor of Midwifery need to understand and provide clearer and better marking in line with the unit's expectations and information given to us in lectures please.
The unit coordinator and the marker had engaged in multiple conversations about the assessments and expectations for the students. The marker engaged with the Zoom recording which outlined the expectations to the students. The unit coordinator informally reviewed a range of the marked submissions and deemed them to be appropriate. Whilst three students in this unit requested an informal review of grade for their assessment tasks, none was awarded an additional 20 marks as a result. Each of these three students was awarded additional marks, but none received more than 5 additional marks. The unit coordinator will continue to engage with students and address their concerns regarding marking as per the CQUniversity policies.
- Examine and discuss different forms of racism, the concept of white privilege, one's own positioning in terms of white privilege, and the social determinants of health
- Explore the history and ongoing impact of colonisation and post colonisation experiences upon the health of Aboriginal and Torres Strait Islander peoples in relation to midwifery practice
- Explore culturally appropriate midwifery practice that integrates respect and equitable partnerships and which promotes contemporary models of midwifery care for Aboriginal and Torres Strait Islander peoples and their families
- Identify and explore the barriers to equity and equality in healthcare for Aboriginal and Torres Strait Islander peoples and explain the impact of culturally safe midwifery care and advocacy on these barriers
- Explore the cultural beliefs and practices that are important to Aboriginal and Torres Strait Islander women and their families and integrate these into culturally safe and appropriate midwifery care.
Draft ANMAC Midwifery Education Standards (2020).
Standard 1: Safety of the public.
Standard 3: Program of study.
Standard 5: Student assessment.
The Nursing and Midwifery Aboriginal and Torres Strait Islander Health Curriculum Framework (2017).
The NMBA Aboriginal and Torres Strait Islander Health Strategy.
The NMBA Midwife Standards for Practice (2018).
Standard 1: Promotes health and wellbeing through evidence-based midwifery practice.
Standard 2: Engages in professional relationships and respectful partnerships.
Standard 5: Develops a plan for midwifery practice.
Standard 6: Provides safety and quality in midwifery practice.
The NMBA Code of Conduct for Midwives (2018).
Principle 1: Legal compliance.
Principle 2: Woman-centred practice.
Principle 3: Cultural practice and respectful relationships.
Principle 4: Professional behaviour.
Principle 6: Research in health.
The ICM Code of Ethics (2014).
1. Midwifery relationships.
2. Practice of midwifery.
3. Professional responsibilities of midwives.
4. Advancing midwifery knowledge and practice.
National Safety and Quality Health Care Standards (2017).
Partnering with consumers.
Comprehensive care.
Communicating for safety.
Clinical governance.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Group Discussion - 20% | |||||
| 2 - Written Assessment - 40% | |||||
| 3 - Case Study - 40% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Group Discussion - 20% | ||||||||||
| 2 - Written Assessment - 40% | ||||||||||
| 3 - Case Study - 40% | ||||||||||
Textbooks
Midwifery: Preparation for Practice
Edition: 5th (2023)
Authors: Sally Pairman, Sally Tracy, Hannah Dahlen, Lesley Dixon
Elsevier Australia
Sydney Sydney , NSW , Australia
ISBN: 9780729544764
Yatdjuligin: Aboriginal and Torres Strait Islander Nursing and Midwifery Care
(2021)
Authors: Odette Best & Bronwyn Fredericks
Cambridge University Press
Port Melbourne Port Melbourne , VIC , Australia
ISBN: 978-1-108-79469-5
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Zoom access WEEKLY
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
a.moran@cqu.edu.au
Module/Topic
Introduction to the Unit
Chapter
Australian Nursing & Midwifery
Accreditation Council. (2021). Midwife
accreditation standards.
https:/anmac.org.au/sites
/default/files/documents
/06920_anmac_midwife_std_
2021_online_05_fa.pdf
Williamson, M. (2008). Dealing with
diversity: incorporating cultural
sensitivity into professional midwifery
practice, Doctor of Philosophy thesis,
School of Nursing, Midwifery and
Indigenous Health,
University of Wollongong, 2008.
https://ro.uow.edu.au/theses/2068
Events and Submissions/Topic
Recorded presentations- Welcome and Unit Introduction. Weekly lecture/tutorial.
Activity- Access the General Discussion page and introduce yourself to your colleagues by providing your name and maybe why you are studying this unit and course.
Assessments- Familiarise yourself with all three assessments this week. Read the instructions carefully and start planning your approach.
Foundations of Academic Integrity Program- Complete your annual program.
Announcements and Discussion Forums- Check for posts and updates.
Module/Topic
The History and Impact of
Colonisation in Australia
Chapter
White, J. (2019). The Australian and New Zealand Context in Pariman, S.
Tracy, S. Dalen, HG & Dixon, L.
Midwifery Preparation for Practice,
Elsevier.
Reconciliation Australia (2021). 2021
State of Reconciliation in Australia
Report Moving from Safe to Brave
Summary Report, Reconciliation
Australia , Kingston ACT 2604.
Events and Submissions/Topic
Zoom/Teams – Tutorial and unit content and assessments.
Assessment 1- Start your literature searching and preparing assessment.
Announcement and Discussion Forums- Check for posts and updates.
Student email- Check your student email at least twice per week for important communications.
Module/Topic
Social and Environmental
Determinants of Aboriginal and Torres
Strait Islander Women’s Health
Chapter
MacDonald, C. & Dixon, L (2019).
Social and environmental
determinants of women’s health in
Pariman, S. Tracy, S. Dalen, HG &
Dixon, L. Midwifery Preparation for
Practice, Elsevier, Australia.
Sherwood, J (2021). Historical and
current perspectives on the health of
Aboriginal and Torres strait Islander
peoples in Best, O & Fredericks, B.
Yatdjuligin Aboriginal and Torres Strait
Islander Nursing and Midwifery Care,
Cambridge University Press, United
Kingdom.
Events and Submissions/Topic
Zoom/Teams- Tutorial and unit content and assessments.
Census Date- is next week. If you are struggling, please contact your Unit Coordinator for help.
Assessments- Post your Group Discussion main entry. Begin planning for Assessment 2: Written Essay by reviewing the task structure and starting your literature search.
Announcement and Discussion Forums- Check for posts and updates.
Student email- Check your student email at least twice per week for important communications.
Module/Topic
White Privilege and Racism in Health
and Maternity Care
Chapter
Thackrah, R.D., Wood, J., & Thompson,
S.C. (2021). Longitudinal Follow Up of
Early Career Midwives: Insights Related
to Racism Show the Need for Increased
Commitment to Cultural Safety in
Aboriginal Maternity Care. International
Journal of Environmental Research &
Public Health, 18, 1276.
https://doi.org/10.3390/ijerph18031276
Events and Submissions/Topic
Zoom/Teams- Tutorial and unit content and assessments.
Census Date – Tuesday Week 4
Announcement and Discussion Forums- Check for posts and updates.
Student email- Check your student email at least twice per week for important communications.
Module/Topic
Cultural Safety and Midwifery Practice
Chapter
Miller, S & Bear, RJ (2019). Midwifery
partnership in Pariman, S. Tracy, S.
Dalen, HG & Dixon, L. Midwifery
Preparation for Practice, Elsevier,
Australia.
Events and Submissions/Topic
Zoom/Teams- Tutorial and unit content and assessments.
Announcement and Discussion Forums- Check for posts and updates.
Student email- Check your student email at least twice per week for important communications.
Assessment 2 Due: Week 5 Wednesday (10 Dec 2025) 4:00 pm AEST
Module/Topic
Birthing on Country
Chapter
Australian College of Midwives,
Congress of Aboriginal and Torres
Strait Islander Midwives, CRANA.
(2017). Joint birthing on country
position statement.
https://www.midwives.org.au/
common/Uploaded%20files/_ADMIN
-ACM/Birthing-on-Country-Joint-
Position-Statement-2017.pdf
Events and Submissions/Topic
Zoom/Teams- Tutorial and unit content and assessments.
Announcement and Discussion Forums- Check for posts and updates.
Student email- Check your student email at least twice per week for important communications.
Module/Topic
Vacation
Chapter
Please use this mid-term break as an opportunity to rest and recover. Enjoy your break!
Events and Submissions/Topic
No timetabled learning activities. Please use this week to progress your assessments.
Module/Topic
Vacation
Chapter
Please use this mid-term break as an opportunity to rest and recover. Enjoy your break!
Events and Submissions/Topic
No timetabled learning activities. Please use this week to progress your assessments.
Module/Topic
Midwives working with Aboriginal and
Torres strait Islander Women
Chapter
Hartz, D., & Sherwood, J. (2019).
Midwives working with Aboriginal and
Torres Strait Islander women. In S.
Pairman, S.K. Tracy, H.G. Dahlen, & L.
Dixon (Eds). Midwifery preparation for
practice. Elsevier.
Events and Submissions/Topic
Zoom/Teams- Tutorial and unit content and assessments.
Announcement and Discussion Forums- Check for posts and updates.
Student email- Check your student email at least twice per week for important communications.
Assessment 3 Due: Week 7 Wednesday (7 Jan 2026) 4:00 pm AEST
Module/Topic
Growing Deadly Families Aboriginal
and Torres Strait Islander Maternity
Services Strategy 2019-2025
Chapter
Queensland Health. (2019).
Queensland Health growing deadly
families Aboriginal and Torres Strait
Islander maternity services strategy
2019-2025.
https://www.health.qld.gov.au/
__data/assets/pdf_file/0030/932880/
Growing-Deadly-Families-Strategy.pdf
Events and Submissions/Topic
Zoom/Teams- Tutorial and unit content and assessments.
Announcement and Discussion Forums- Check for posts and updates.
Student email- Check your student email at least twice per week for important communications.
Module/Topic
Pregnancy and birth outcomes for
Aboriginal and Torres Strait Islander
women: 2016–2018
Preterm birth and low birthweight
Chapter
Hartz, D., & Sherwood, S. (2018).
Midwives working with Aboriginal and
Torres Strait Islander women. In S.
Pairman, S.K. Tracy, H.G. Dahlen, &
Dixon, L. (Eds.), Midwifery preparation
for practice (pp. 158-170). Elsevier.
Events and Submissions/Topic
Zoom/Teams- Tutorial and unit content and assessments.
Announcement and Discussion Forums- Check for posts and updates.
Student email- Check your student email at least twice per week for important communications.
Assessment 1 Due: Week 9 Wednesday (21 Jan 2026) 4:00 pm AEST
Module/Topic
Pregnancy and birth outcomes for
Aboriginal and Torres Strait Islander
women: 2016–2018
Perinatal Mortality
Chapter
AIHW. (2021). Australia’s mothers and
babies: Maternal deaths.
https://www.aihw.gov.au/
reports/mothers-babies/
maternal-deaths-australia#cause.
Events and Submissions/Topic
Zoom/Teams- Tutorial and unit content.
Announcement and Discussion Forums- Check for posts and updates.
Student email- Check your student email at least twice per week for important communications.
Professional Midwifery Practice (PMP)
1. Enrol in PMP unit, and
2) upload Mandatory Checks by Mandatory Check closing date (Monday Week 10).
Don’t forget - Check your unit enrolments for next term.
Module/Topic
Infant Health
Chapter
Readings and activities as outlined in module.
Events and Submissions/Topic
Student Unit and Teaching Evaluation survey- We encourage you to provide feedback about your unit and teaching experiences in this unit. Survey opens Week 11 and closes one week before release of grades.
Module/Topic
Where to from here?
Chapter
Readings and activities as outlined in module.
Events and Submissions/Topic
Student Unit and Teaching Evaluation survey- Please complete the unit evaluation survey.
Congratulations on completing this unit. Don’t forget to check your unit enrolments for next term.
Module/Topic
Chapter
Events and Submissions/Topic
As this unit is offered online, students are asked to prepare their own individual study plan to undertake self-led and self-directed study throughout the term. A key to your success is a strategic self-directed approach to learning and regular contact with your Unit Coordinator/s. Please check the Announcements and Discussion forums at least twice a week – there will be regular announcements about assessments and unit resources throughout the term and reviewing this information is essential to unit knowledge and your success. CQUniversity communicates with students through CQUniversity email. We recommend that you access your CQUniversity email at least twice a week so that you do not miss vital information about your studies.
1 Group Discussion
You will participate in an online group discussion to explore key concepts related to Aboriginal and Torres Strait Islander health and midwifery practice. Drawing on the documentary Djäkamirr, you will critically discuss racism, the impact of colonisation, and culturally appropriate midwifery practices within Aboriginal and Torres Strait Islander communities. This task encourages you to engage in reflective and evidence-informed dialogue with your peers, connecting theory to practice and demonstrating your understanding of culturally safe midwifery care.
Instructions
Please refer to the assessment task instructions on the unit Moodle site.
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. This assessment requires students to adhere to the guidelines on the use of artificial intelligence tools as specified in the Artificial Intelligence Assessment Scale (AIAS). Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity. No
Generative AI use is permitted in the completion of this assignment. You must not use AI tools or technology to produce substantive content. You are permitted to use technology or tools that assist with spelling, grammar or formatting. Use of Gen AI: Students must declare their use of generative artificial intelligence in accordance with university policy. State either "Gen AI has not been used in this assessment" or "Gen AI agent [insert name] has been used for editing and proofreading this assessment." The Gen AI declaration must be cited on the assessment coversheet.
Level of GenAI Use Allowed: Level 2: You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas
Extensions
Extensions to this assessment are available as per policy. The 72-hour grace period does apply to this assessment.
Minimum Pass Criteria
You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
In accordance with policy, any marks and/or grades for assessments released to students prior to Certification of Grades are provisional and are subject to moderation and confirmation through the relevant Program and Divisional Assessment Committees.
Week 9 Wednesday (21 Jan 2026) 4:00 pm AEST
Students are required to complete three posts in total: one initial post and two responses to peers by the due date.
Week 12 Wednesday (11 Feb 2026)
Online
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
- Examine and discuss different forms of racism, the concept of white privilege, one's own positioning in terms of white privilege, and the social determinants of health
- Explore the history and ongoing impact of colonisation and post colonisation experiences upon the health of Aboriginal and Torres Strait Islander peoples in relation to midwifery practice
- Explore culturally appropriate midwifery practice that integrates respect and equitable partnerships and which promotes contemporary models of midwifery care for Aboriginal and Torres Strait Islander peoples and their families
- Identify and explore the barriers to equity and equality in healthcare for Aboriginal and Torres Strait Islander peoples and explain the impact of culturally safe midwifery care and advocacy on these barriers
- Explore the cultural beliefs and practices that are important to Aboriginal and Torres Strait Islander women and their families and integrate these into culturally safe and appropriate midwifery care.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Students will write an academic essay that critically evaluates the importance of woman-centred midwifery care for Aboriginal and Torres Strait Islander families. The assessment requires students to examine how midwifery philosophies such as partnership, advocacy, respect, continuity, and cultural safety support positive outcomes, and to analyse how colonisation and racism have disrupted woman-centred approaches to care. Students will propose midwifery-led strategies that restore equity and honour women’s voices, choices, and communities.
Instructions
Please refer to the assessment task instructions on the unit Moodle site.
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. This assessment requires students to adhere to the guidelines on the use of artificial intelligence tools as specified in the Artificial Intelligence Assessment Scale (AIAS). Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity. CQUniversity Gen AI tools approved for use in this assessment are Microsoft CoPilot (protected version), Studiosity and Grammarly. You are permitted to use technology or tools that assist with spelling, grammar or formatting. Use of Gen AI: Students must declare their use of generative artificial intelligence in accordance with university policy. State either "Gen AI has not been used in this assessment" or "Gen AI agent [insert name] has been used for editing and proofreading this assessment." The Gen AI declaration must be cited on the assessment coversheet.
Level of GenAI Use Allowed: Level 2: You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.
Extensions
Extensions to this assessment are available as per policy. The 72-hour grace period may apply to this assessment.
Minimum Pass Criteria
· You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
In accordance with policy, any marks and/or grades for assessments released to students prior to Certification of Grades are provisional and are subject to moderation and confirmation through the relevant Program and Divisional Assessment Committees.
Week 5 Wednesday (10 Dec 2025) 4:00 pm AEST
Online
Week 8 Wednesday (14 Jan 2026)
Online
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
- Examine and discuss different forms of racism, the concept of white privilege, one's own positioning in terms of white privilege, and the social determinants of health
- Explore the history and ongoing impact of colonisation and post colonisation experiences upon the health of Aboriginal and Torres Strait Islander peoples in relation to midwifery practice
- Explore culturally appropriate midwifery practice that integrates respect and equitable partnerships and which promotes contemporary models of midwifery care for Aboriginal and Torres Strait Islander peoples and their families
- Identify and explore the barriers to equity and equality in healthcare for Aboriginal and Torres Strait Islander peoples and explain the impact of culturally safe midwifery care and advocacy on these barriers
- Explore the cultural beliefs and practices that are important to Aboriginal and Torres Strait Islander women and their families and integrate these into culturally safe and appropriate midwifery care.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Case Study
Students will apply woman-centred and culturally safe midwifery philosophies to a practice-based case study. The assessment requires students to demonstrate how they would provide care, identify barriers, and advocate for Aboriginal and Torres Strait Islander women and families within real-world contexts. Students will draw on contemporary literature and midwifery frameworks to analyse strategies that promote continuity, cultural safety, and equitable outcomes for First Nations women and communities.
Instructions
Please refer to the assessment task instructions on the unit Moodle site.
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. This assessment requires students to adhere to the guidelines on the use of artificial intelligence tools as specified in the Artificial Intelligence Assessment Scale (AIAS). Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity. Generative AI use is permitted in the completion of this assignment. You must not use AI tools or technology to produce substantive content. You are permitted to use technology or tools that assist with spelling, grammar or formatting. Use of Gen AI: Students must declare their use of generative artificial intelligence in accordance with university policy. State either "Gen AI has not been used in this assessment" or "Gen AI agent [insert name] has been used for editing and proofreading this assessment." The Gen AI declaration must be cited on the assessment coversheet.
Level of GenAI Use Allowed: Level 2: You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas
Extensions
Extensions to this assessment are available as per policy. The 72-hour grace period may apply to this assessment.
Minimum Pass Criteria
· You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
In accordance with policy, any marks and/or grades for assessments released to students prior to Certification of Grades are provisional and are subject to moderation and confirmation through the relevant Program and Divisional Assessment Committees.
Week 7 Wednesday (7 Jan 2026) 4:00 pm AEST
Online
Week 10 Wednesday (28 Jan 2026)
Online
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
- Examine and discuss different forms of racism, the concept of white privilege, one's own positioning in terms of white privilege, and the social determinants of health
- Explore the history and ongoing impact of colonisation and post colonisation experiences upon the health of Aboriginal and Torres Strait Islander peoples in relation to midwifery practice
- Explore culturally appropriate midwifery practice that integrates respect and equitable partnerships and which promotes contemporary models of midwifery care for Aboriginal and Torres Strait Islander peoples and their families
- Identify and explore the barriers to equity and equality in healthcare for Aboriginal and Torres Strait Islander peoples and explain the impact of culturally safe midwifery care and advocacy on these barriers
- Explore the cultural beliefs and practices that are important to Aboriginal and Torres Strait Islander women and their families and integrate these into culturally safe and appropriate midwifery care.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Social Innovation
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
