CM94 - Master of Midwifery (Graduate Entry)

When admitted to the Master of Midwifery (Graduate Entry), if a student is unable to meet the inherent requirements of the course, they may be deemed unable to meet the course or unit requirements and may have their enrolment cancelled in accordance with the Admission (Coursework) Policy and Procedure. This also applies where a student demonstrates unprofessional conduct that results in a work-integrated learning provider withdrawing the student’s opportunity to undertake placement.

Admission to the course is granted to applicants who have:

• A completed Australian Qualifications Framework (AQF) equivalent Bachelor degree in nursing or paramedicine, with a minimum Grade Point Average (GPA) of 4.5 or higher (or an equivalent qualification), and
• Current unconditional registration as a registered nurse (Division 1, general) with the Australian Health Practitioner Regulation Agency, and/or
• Current unconditional registration as a paramedic with the Australian Health Practitioner Regulation Agency.

These conditions must remain valid for the duration of the course for students to be considered as meeting the course requirements.

Examples are:

• Complying with academic and non-academic policies and procedures such as CQUniversity’s Student Charter, Student Conduct Policy and Procedure, Student Academic Integrity Policy and Procedure, Assessment Policy and Procedure (Higher Education Coursework), and the Work-Integrated Learning Policy and Procedure.
• Complying with local, state, and national health policies and guidelines when undertaking clinical placements.
• Treating personal information obtained in classroom and clinical settings as private and confidential.
• Respecting an individual's/group's diversity by demonstrating sensitivity to religious cultural and individual differences.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.

Examples are:

• Being receptive and responding appropriately to different viewpoints, to constructive feedback and to direction from academics and clinical staff.
• Interacting positively and effectively in groups with other students while attending activities related to the course.
• Contributing to on-line discussion forums and tutorials with peers and academics whilst using respectful language and tone.
• Coping with your own emotions, responses and behaviour effectively when dealing with challenging situations in the clinical setting.

Examples are:

• Complying with the requirement for student registration with the Australian Health Practitioner Regulation Agency (Ahpra).
• Adhering to the policies, procedures, guidelines and statements specific to the Nursing and Midwifery Board of Australia.
• Complying with mandatory reporting requirements.
• Understanding and adhering to professional policy around the use of social media.
• Undertaking midwifery care within the scope of practice relevant to the required knowledge and level of progression through your course of study.
• Undertaking midwifery care under the supervision of an appropriately registered health professional, such as a registered midwife or medical officer.
• Understanding and adhering to legal requirements associated with the administration of medications.

Examples are:

• Actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual or group.
• Responding appropriately to a care request in the clinical environment.
• Providing the health care team with verbal handover reports related to care of the woman and family.
• Recognising and interpreting non-verbal cues of others and respond appropriately during activities related to the course.
• Incorporating the use of effective non-verbal cues such as eye contact when communicating with academics and peers during activities related to the course building positive learning relationships.
• Recognising and interpreting non-verbal cues of the health care team, peers, patients, and others and respond appropriately during clinical placement. 
• Accessing a computer for your studies.
• Regularly accessing the Internet for research, and email for communication with peers and lecturers.
• Analysing, manipulating and displaying scientific information.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items. 
• Completing academic learning activities and assessment tasks, and performing clinical skills within reasonable set timeframes.
• Applying knowledge of policy and procedures in the clinical setting.
• Applying theoretical knowledge and understanding health history in relation to midwifery care when undertaking assessment of women during clinical practice.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Nursing, Midwifery and Social Sciences.
• Reading and accurately interpreting plans of care and medication orders for women and infants.
• Completing midwifery documentation that is accurate, clear and concise. 
  Performing accurate drug calculations in a timely manner in medication administration assessments and in clinical practice.
• Demonstrating accurate recording on a fluid balance chart.
• Recognising when a calculator may have given an incorrect answer. 

Examples are:

• Focusing on and recognising objects that are either near or far, e.g. reading learning resources such as lecture and tutorial screens face-to-face on-campus or on-line, reading examination papers and/or on-line computer quizzes; or during clinical placement.
• Observing non-verbal behaviour and other situations in a variety of professional settings. 
• Accurately drawing up and administering medication.
• Detecting changes in skin colour and general tissue perfusion.
• Hearing verbal communication from other students and lecturers during activities related to the course.
• Accurately interpreting the verbal communication and direction of clinical staff during emergency situations.
• Accurately detecting a blood pressure measurement, listening to heart, lung and bowel sounds by auscultation using a stethoscope.
• Responding to a care request by activation of a call bell or calls for help.
• Detecting changes in various maternal and infant observations e.g. assessing uterine contractions, skin temperature and palpating pulses.
• Conducting a physical assessment detecting anatomical abnormalities e.g. swelling or alteration in texture.
• Using touch appropriately as an alternative means of conveying positive messages to patients such as emotional support and encouragement.

Examples are:

• Building rapport with women and their families, from all walks of life, as well as with colleagues and healthcare staff in both the academic and clinical environment. 
• Establishing, sustaining and concluding relationships in a way that differentiates the boundaries between professional and personal relationships.
• Communicating effectively and being respectful of a person's dignity, culture, values, beliefs and rights.
• Advocating on behalf of people in a manner that respects the person's autonomy and legal capacity.
• Using delegation, supervision, coordination, consultation and referrals in professional relationships to achieve improved health outcomes.
• Maintaining positive working relationships when under stressful circumstances. 
• Actively fostering a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports woman-centred care.
• Effectively participating in groups and teams.

Examples are:

• Accessing, analysing and using the best available evidence, that includes research findings for safe quality practice.
• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgment or action.
• Identifying when a practice issue is outside your scope of expertise.
• Identifying when your practice may be affected by personal experience and/or reactions.
• Reflecting on situations that may be challenging, difficult and sensitive. 

Examples are:

• Actively participating in activities related to the course.
• Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
• Participating in learning clinical skills and engaging in simulation activities during on-campus learning and teaching situations.
• Performing consistent care and complete repetitive tasks during clinical practice with sustained concentration and physical energy for up to 12 hours at any time of the day or night.
• Performing with the required mental energy and endurance to correctly fulfill emergency services practice and requirements. 

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to the course.
• Maintaining balance while safely mobilising and transferring individuals or resources.
• Moving with ease around women’s bedsides, birthing suite, bathrooms and equipment items while performing the delivery of care activities and responding to emergency situations.
• Safely retrieving and utilising stock and equipment.
• Inserting a urinary catheter.
• Manipulating intricate equipment to assist with instrument births, resuscitations, and other relevant procedures.
• Manipulating syringes and needles during preparation and administration of medications addressing safety to self and others.
• Priming, accurately inserting and setting prescribed rates on an infusion device. 
• Priming, accurately inserting and setting prescribed rates on an infusion device.

Examples are:

• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practice, or modifying and reflecting on work in response to supervisor feedback.
• Rapidly building rapport with colleagues and stakeholders in order to engage them in effective emergency services practice, for example during difficult situations and crises situations.
• Critically self-reflecting on situations that may/may not have gone well and take the learning point(s) from that situation.
• Interacting and engaging with individuals and groups in emergency services practice in a respectful and culturally competent manner in a wide variety of contexts. 

Examples are: 

• Accessing a computer for your studies.
• Accessing relevant CQUniversity sites to facilitate effective engagement with course content and demonstrating understanding of course requirements.
• Accessing, interpreting, and entering information into a digital health system to enable safe patient care in the simulated environment and while attending clinical placement.
• Analysing, manipulating, and displaying scientific information.