Overview
In this unit, you will critically analyse and apply evidence-based research to identify and care for women experiencing highly complex physiological and psychosocial issues that may occur during the childbearing continuum. In addition, you will consider the particular experiences of women from marginalised groups. This may include women experiencing substance misuse, incarceration, migrant and refugee women, and members of the lesbian, gay, bisexual, transgender, queer and/or intersex (LGBTQI) community.
Details
Pre-requisites or Co-requisites
Co-requisites: MDWF13007 Midwifery Practice for Aboriginal and Torres Strait Islander Families
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 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
Within this unit, there was a lot of double-up with other units in the course.
The unit coordinator has reviewed the content within the context of the other units in the course and found no unnecessary repetition. It is possible that the perceived repetition of certain topics has been identified within a scaffolded approach to the learning and teaching of certain topics.
- Analyse highly complex physiological and psychosocial factors that may occur during the childbearing continuum, and their impact on the woman, neonate, and family
- Analyse the impact of the experiences of women from marginalised groups on the midwife-woman partnership and the potential for these women to experience highly complex physiological and psychosocial issues
- Demonstrate safe and effective care for women experiencing a highly complex issue during the childbearing continuum
- Utilise the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral' to guide the management of women requiring highly complex care.
The proposed changes to learning outcomes and the unit will meet the following:
The draft ANMAC Midwifery Education Standards (2020).
Standard 1: Safety of the public.
Standard 3: Program of study.
3.5 f. Integrated knowledge of care across the childbearing continuum within the scope of midwifery practice including: 1. social and emotional wellbeing of women, 2. complex family health domestic and family violence stillbirth, bereavement care. 3. perinatal mental health
The Nursing and Midwifery Board of Australia (NMBA) Midwife Standards for Practice.
Standard 1: Promotes evidence-based maternal health and wellbeing.
Standard 2: Engages in respectful partnerships and professional relationships.
Standard 3: Demonstrates the capability and accountability for midwifery practice.
Standard 4: Undertakes comprehensive assessments
Standard 5: Develops a plan for midwifery practice.
Standard 6: Provides safe and quality midwifery practice.
Standard 7: Evaluates outcomes to improve midwifery practice.
The Nursing and Midwifery Board of Australia (NMBA) Code of Conduct for Midwives.
Principle 1. Legal compliance.
Principle 2. Woman-centred practice.
Principle 3. Cultural practice and respectful relationships.
Principle 4. Professional Behaviour.
Principle 7. Health and wellbeing.
The International Confederation of Midwives (ICM) International Code of Ethics for Midwives (2014).
1. Midwifery Relationships.
2. Practice of Midwifery.
3. The Professional Responsibilities of Midwives.
4. Advancement of Midwifery Knowledge and Practice.
National Safety and Quality Health Service Standards (2017).
Clinical Governance Standard.
Partnering with Consumers Standard.
Preventing and Controlling Healthcare-Associated Infection Standard.
Medication Safety Standard.
Comprehensive Care Standard.
Communicating for Safety Standard.
Blood management Standard.
Recognising and Responding to Acute Deterioration Standard.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 50% | ||||
| 2 - Oral Examination - 50% | ||||
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 - Written Assessment - 50% | ||||||||||
| 2 - Oral Examination - 50% | ||||||||||
Textbooks
Midwifery: Preparation for Practice
Edition: 5th (2023)
Authors: Pairman, S., Tracy, S. K., Dahlen, H. G., & Dixon, L.
Elsevier
ISBN: 9780729597852
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Computer - ability to access study materials, including instructional videos and scan and upload assessment.
- Zoom (both microphone and webcam capability)
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
Module 1: Psychosocial Considerations
LGBTQIA+ Families
Chapter
Darwin, Z., & Greenfield, M. (2022). Gestational and non-gestational parents: challenging assumptions. Journal of Reproductive and Infant Psychology, 40(1), 1–2. https://doi.org/10.1080/02646838.2021.2020977
Kerppola, J., Halme, N., Perala, M., & Maija-Pietila, A. (2020).
Empowering LGBTQ parents: How to improve maternity services and child healthcare settings for this community – ‘She told us that we are good as a family’. Nordic Journal of Nursing Research, 40(1), 41-51.
https://doi.org/10.1177/2057158519865844
Williams, H. (2021). Are you providing LGBTQIA inclusive health care?
https://healthtimes.com.au/hub/nurse-education/41/guidance/hw/are-youproviding-lgbtqia-inclusive-health-care/6316
Events and Submissions/Topic
Recorded presentations:
Welcome and unit introduction.
Weekly tutorial.
Activity:
Complete the learning outlined in the week 1 study guide.
Announcements and discussion forum:
Check for posts and updates.
Student email:
Check your student email at least twice per week for important communications.
Zoom/Teams:
Attend the weekly Zoom drop-in session with the unit coordinator if you require support.
Module/Topic
Module 1: Psychosocial Considerations
Midwifery in a global context: Refugee and migrant women’s’ health
Chapter
Khatri, R. B., & Assefa, Y. (2022). Access to health services among culturally and linguistically diverse populations in the Australian universal health care system: issues and challenges. BMC Public Health, 22(1). https://doi.org/10.1186/s12889-022-13256-z
Events and Submissions/Topic
Recorded presentations:
Welcome and unit introduction.
Weekly tutorial.
Activity:
Complete the learning outlined in the week 1 study guide.
Announcements and discussion forum:
Check for posts and updates.
Student email:
Check your student email at least twice per week for important communications.
Zoom/Teams:
Attend the weekly Zoom drop-in session with the unit coordinator if you require support.
Module/Topic
Module 1: Psychosocial Considerations
Perinatal mental health
Chapter
Highet, N.J., the Expert Working Group, & Expert Subcommittees. (2023). Mental health Care in the perinatal period: Australian clinical practice guideline. Melbourne: Centre of Perinatal Excellence (COPE).
https://www.cope.org.au/wpcontent/uploads/2023/06/COPE_2023_Perinatal_Mental_Health_Practice_
Guideline.pdf
PANDA. (2022). Perinatal suicide: Signs, safety and support options. https://panda.org.au/articles/perinatal-suicide-signs-safety-and-support-options/
Reid, H. E., Pratt, D., Edge, D., & Wittkowski, A. (2022). Maternal suicide ideation and behaviour during pregnancy and the first postpartum year: A systematic review of psychological and psychosocial risk factors. Frontiers in Psychiatry, 13,
765118. https://doi.org/10.3389/fpsyt.2022.765118
Schmied, V., & Dixon, L. (2019). Women's psychosocial health and wellbeing. In S. Pairman, S.K. Tracy, H.G. Dahlen, & L. Dixon (Eds). Midwifery preparation for practice (5th ed., pp. 849-851). Elsevier.
Events and Submissions/Topic
Recorded presentations:
Welcome and unit introduction.
Weekly tutorial.
Activity:
Complete the learning outlined in the week 1 study guide.
Announcements and discussion forum:
Check for posts and updates.
Student email:
Check your student email at least twice per week for important communications.
Zoom/Teams:
Attend the weekly Zoom drop-in session with the unit coordinator if you require support.
Module/Topic
Module 1: Psychosocial Considerations
Substance use in pregnancy
Chapter
Bednarczuk, N., Milner, A., & Greenough, A. (2020). The role of maternal smoking in sudden fetal and infant death pathogenesis. Frontiers in Neurology, 11, 586068-586068. https://doi.org/10.3389/fneur.2020.586068
Qian, J., Chen, Q., Ward, S.M., Duan, E., & Zhang, Y. (2020). Impacts of caffeine during pregnancy. Trends in Endocrinology and Metabolism, 31(3), 218-227.
https://doi.org/10.1016/j.tem.2019.11.004
Queensland Clinical Guidelines. (2021). Perinatal substance use: Maternal. https://www.health.qld.gov.au/__data/assets/pdf_file/0023/140738/g-psumat.pdf
Events and Submissions/Topic
Census date:
Tuesday, week 4.
Recorded presentations:
Welcome and unit introduction.
Weekly tutorial.
Activity:
Complete the learning outlined in the week 1 study guide.
Announcements and discussion forum:
Check for posts and updates.
Student email:
Check your student email at least twice per week for important communications.
Zoom/Teams:
Attend the weekly Zoom drop-in session with the unit coordinator if you require support.
Module/Topic
Module 1: Psychosocial Considerations
Incarcerated women
Chapter
Baldwin, A., Capper, T., Ferguson, B., Wood, E., Jensen, B., Harvey, C., Winter, K., Mainey, L., & Geia, L. Birth charter for women in prison in Australia. https://www.cqu.edu.au/__data/assets/pdf_file/0019/140545/Australian_Birth_Charter_2020_screen.pdf
Baldwin, A., Sobolewska, A., & Capper, T. (2020). Pregnant in prison: An integrative review. Women & Birth, 33(1), 41-50. https://doi.org/10.1016/j.wombi.2018.12.004
Walker, J.R., Baldry, E., & Sullivan, E.A. (2021). Residential programmes for mothers and children in prison: Key themes and concepts. Criminology & Criminal Justice, 21(1), 21-39. https://doi.org/10.1177/1748895819848814
Events and Submissions/Topic
Recorded presentations:
Welcome and unit introduction.
Weekly tutorial.
Activity:
Complete the learning outlined in the week 1 study guide.
Announcements and discussion forum:
Check for posts and updates.
Student email:
Check your student email at least twice per week for important communications.
Zoom/Teams:
Attend the weekly Zoom drop-in session with the unit coordinator if you require support.
Module/Topic
Module 2: Highly Complex Conditions
Sepsis, infections, & viruses
Chapter
Doughty, R., McLean, M., & Coombes, S. (2020). Medical conditions of significance to midwifery practice. In J. Marshall & M. Raynor (Eds). Myles textbook for midwives. Elsevier.
Pathology Tests Explained. (2022). TORCH test.
https://pathologytestsexplained.org.au/learning/test-index/torch
Penner, J., Hernstadt, H., Burns, J.E., Randell, P., & Lyall, H. (2021). Stop, think SCORTCH: Rethinking the traditional ‘TORCH’ screen in an era of re-emerging syphilis. Archives of Disease in Childhood, 106, 117-124.
http://dx.doi.org/10.1136/archdischild-2020-318841
Queensland Clinical Guidelines. (2018). Syphilis in pregnancy.
https://www.health.qld.gov.au/__data/assets/pdf_file/0035/736883/g-sip.pdf
Sepsis Alliance. (2022). Pregnancy and childbirth. https://www.sepsis.org/sepsisand/pregnancy-childbirth/
Events and Submissions/Topic
Recorded presentations:
Welcome and unit introduction.
Weekly tutorial.
Activity:
Complete the learning outlined in the week 1 study guide.
Announcements and discussion forum:
Check for posts and updates.
Student email:
Check your student email at least twice per week for important communications.
Zoom/Teams:
Attend the weekly Zoom drop-in session with the unit coordinator if you require support.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Module 2: Highly Complex Conditions
Maternal collapse and other complications
Chapter
Giles, I., Yee, S., & Gordon, C. (2019). Stratifying management of rheumatic disease for pregnancy and breastfeeding. Nature Reviews. Rheumatology, 15(7), 391–402. https://doi.org/10.1038/s41584-019-0240-8
Kaur, K., Bhardwaj, M., Kumar, P., Singhal, S., Singh, T., & Hooda, S. (2016). Amniotic fluid embolism. Journal of Anaesthesiology Clinical Pharmacology,
32(2), 153-159. https://doi.org/10.4103/0970-9185.173356
Queensland Clinical Guidelines. (2024). Primary postpartum haemorrhage. https://www.health.qld.gov.au/__data/assets/pdf_file/0015/140136/g-pph.pdf
Events and Submissions/Topic
Recorded presentations:
Welcome and unit introduction.
Weekly tutorial.
Activity:
Complete the learning outlined in the week 1 study guide.
Announcements and discussion forum:
Check for posts and updates.
Student email:
Check your student email at least twice per week for important communications.
Zoom/Teams:
Attend the weekly Zoom drop-in session with the unit coordinator if you require support.
Module/Topic
Module 2: Highly Complex Conditions
Uterine anomalies, placenta accreta spectrum, thromboembolism and pulmonary embolus in pregnancy
Chapter
Dixon, L., & Cooke, H. (2019). Life-threatening emergencies. In S. Pairman, S.K. Tracy, H.G. Dahlen, & L. Dixon (Eds). Midwifery preparation for practice. Elsevier.
Queensland Clinical Guidelines. (2025). Venous thromboembolism (VTE) prophylaxis in pregnancy. https://www.health.qld.gov.au/__data/assets/pdf_file/0011/140024/g-vte.pdf
Events and Submissions/Topic
Recorded presentations:
Welcome and unit introduction.
Weekly tutorial.
Activity:
Complete the learning outlined in the week 1 study guide.
Announcements and discussion forum:
Check for posts and updates.
Student email:
Check your student email at least twice per week for important communications.
Zoom/Teams:
Attend the weekly Zoom drop-in session with the unit coordinator if you require support.
Written Assessment Due: Week 8 Wednesday (14 Jan 2026) 4:00 pm AEST
Module/Topic
Module 2: Highly Complex Conditions
Eclampsia, HELLP syndrome, DIC
Chapter
Dixon, L., & Cooke, H. (2019). Life-threatening emergencies. In S. Pairman, S.K. Tracy, H.G. Dahlen, & L. Dixon (Eds). Midwifery preparation for practice. Elsevier.
Queensland Clinical Guidelines. (2021). Hypertension and pregnancy. https://www.health.qld.gov.au/__data/assets/pdf_file/0034/139948/g-hdp.pdf
Events and Submissions/Topic
Recorded presentations:
Welcome and unit introduction.
Weekly tutorial.
Activity:
Complete the learning outlined in the week 1 study guide.
Announcements and discussion forum:
Check for posts and updates.
Student email:
Check your student email at least twice per week for important communications.
Zoom/Teams:
Attend the weekly Zoom drop-in session with the unit coordinator if you require support.
Module/Topic
Module 3: Pregnancy loss & Bereavement
Fetal and infant loss in midwifery care
Chapter
Kelley, M.C. (2012). Silent loss and the clinical encounter: Parents' and physicians' experiences of stillbirth - a qualitative analysis. BMC Pregnancy and Childbirth, 12, 132. https://doi.org/10.1186/1471-2393-12-137
Events and Submissions/Topic
Recorded presentations:
Welcome and unit introduction.
Weekly tutorial.
Activity:
Complete the learning outlined in the week 1 study guide.
Announcements and discussion forum:
Check for posts and updates.
Student email:
Check your student email at least twice per week for important communications.
Zoom/Teams:
Attend the weekly Zoom drop-in session with the unit coordinator if you require support.
Module/Topic
Module 3: Pregnancy loss & Bereavement
Poor prognosis
Chapter
Van McCrary, S., Green, H. C., Combs, A., Mintzer, J. P., & Quirk, J. G. (2014). A delicate subject: The impact of cultural factors on neonatal and perinatal decision making. Journal of Neonatal-Perinatal Medicine, 7(1), 1–12. https://doi.org/10.3233/NPM-1476313
Events and Submissions/Topic
Recorded presentations:
Welcome and unit introduction.
Weekly tutorial.
Activity:
Complete the learning outlined in the week 1 study guide.
Announcements and discussion forum:
Check for posts and updates.
Student email:
Check your student email at least twice per week for important communications.
Zoom/Teams:
Attend the weekly Zoom drop-in session with the unit coordinator if you require support.
Module/Topic
Module 3: Pregnancy loss & Bereavement
Traumatic birth
Chapter
Australian College of Midwives. (2021). National midwifery guidelines for consultation and referral. https://midwives.org.au/common/Uploaded%20files/_ADMIN-ACM/National-Midwifery-Guidelines-for-Consultation-and-Referral-4th-Edition-(2021).pdf
Events and Submissions/Topic
Recorded presentations:
Welcome and unit introduction.
Weekly tutorial.
Activity:
Complete the learning outlined in the week 1 study guide.
Announcements and discussion forum:
Check for posts and updates.
Student email:
Check your student email at least twice per week for important communications.
Zoom/Teams:
Attend the weekly Zoom drop-in session with the unit coordinator if you require support.
Oral examination Due: Week 12 Friday (13 Feb 2026) 4:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
This unit is delivered online. Students are asked to prepare their own individual study plan to undertake self-led and self-directed study throughout the term. Each week, students will engage with study guides, lectures, and readings. 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. The unit coordinator will host a scheduled weekly Zoom session where students can drop in to discuss unit content and assessments.
1 Written Assessment
For this assessment, students will create a professional, consumer-focused digital handout (maximum two A4 pages) for women and families/carers admitted to a Mother–Baby Inpatient Unit (MBU) for perinatal mental illness support. Students will also provide a scholarly rationale that justifies the handout’s content and design, analysing key physiological, psychosocial, and marginalisation factors, and outlining two evidence-based care strategies aligned with national midwifery guidelines.
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. You are permitted to use technology or tools that assist with spelling, grammar or formatting.
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.
Any use of Gen AI software:
a. Must be cited in the relevant sections.
b. Must be referenced as per APA 7th guidelines.
You must complete the declaration of Gen AI use on the title page of your assessment
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 order for a supplementary assessment to be considered, all assessment tasks must be reasonably attempted in this unit.
Week 8 Wednesday (14 Jan 2026) 4:00 pm AEST
Please submit your assessment on the Foundations of Midwifery 3 Moodle site.
Week 11 Wednesday (4 Feb 2026)
Please allow three weeks for the return of this assessment task.
Assessment criteria will be available on the Moodle site.
- Analyse highly complex physiological and psychosocial factors that may occur during the childbearing continuum, and their impact on the woman, neonate, and family
- Analyse the impact of the experiences of women from marginalised groups on the midwife-woman partnership and the potential for these women to experience highly complex physiological and psychosocial issues
- Demonstrate safe and effective care for women experiencing a highly complex issue during the childbearing continuum
- Utilise the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral' to guide the management of women requiring highly complex care.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Social Innovation
2 Oral Examination
In this assessment, students will complete an oral viva examination via Zoom to demonstrate their understanding of the physical and psychosocial complexities of the childbearing continuum and the role of the midwife in providing woman-centred care. Students will be randomly assigned a clinical scenario related to antenatal, intrapartum, postpartum, or psychosocial complexities and asked three questions, with ten minutes to prepare and ten minutes to respond. The viva will assess students’ clinical knowledge, application of the Midwife Standards for Practice, and communication skills in discussing midwifery care for women experiencing complex situations.
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.
Level of GenAI Use Allowed: Level 1: You must not use Al at any point during the assessment. You must demonstrate your core skills and knowledge.
Extensions
Extensions to this assessment are available as per policy. The 72-hour grace period does not 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 order for a supplementary assessment to be considered, all assessment tasks must be reasonably attempted in this unit.
Week 12 Friday (13 Feb 2026) 4:00 pm AEST
Examination times to be allocated by the unit coordinator.
The assessment task will be returned to students by Friday the 6th of March, 2026.
Assessment criteria will be available on the Moodle site.
- Analyse highly complex physiological and psychosocial factors that may occur during the childbearing continuum, and their impact on the woman, neonate, and family
- Analyse the impact of the experiences of women from marginalised groups on the midwife-woman partnership and the potential for these women to experience highly complex physiological and psychosocial issues
- Demonstrate safe and effective care for women experiencing a highly complex issue during the childbearing continuum
- Utilise the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral' to guide the management of women requiring highly complex care.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Social Innovation
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
