MID8001 Preparation for Midwifery Practice
|Semester 1, 2013 External Toowoomba|
|Faculty or Section :||Faculty of Sciences|
|School or Department :||Nursing and Midwifery|
|Version produced :||8 March 2014|
Examiner: Jill Scanlan
Moderator: Jennifer Kelly
Pre-requisite: Students must be enrolled in the following Program: MMID
Midwives as primary providers of maternity services promote childbearing as a normal life event. This is achieved through a partnership framework using primary health care principles, evidence–based practice and legal and ethical principles. This course will assist students to establish and maintain a professional partnership with childbearing women.
The woman-centred partnership between mother and midwife is a central to this course building on knowledge and experience of primary health care, interpersonal communication and education principles. The course introduces concepts relating to safety, partnership formation, and cultural variations in childbearing practice
The student will learn how to provide midwifery care and support for well women from pre-conception through pregnancy, birth and the postnatal period using the continuity of care model. To support personal and professional development, a process of reflection on practice will be introduced. A residential school of one week will provide intensive instruction to prepare students for beginning midwifery practice.
On successful completion of this course students will be able to:
- demonstrate beginning level competence and safety in clinical midwifery practice using a continuity of care model
- identify factors that may influence the midwife's ability to initiate and maintain a culturally sensitive relationship with a childbearing woman and critically analyse implications of the factors for practice.
- integrate principles of the midwifery partnership model in collaborative care environments for women, family and community to provide evidence-based care for women and babies during pregnancy, labour and the postpartum period.
- promote childbirth as a normal physiological process and a significant life event for the woman.
- use adult learning principles within a primary health care perspective to provide individualized health education.
- advise women of appropriate women centred evidence-based information in relation to pregnancy, labour, postnatal adaptation and infant feeding (both breast and formula).
- use reflection and self- awareness to maintain personal well-being as a midwife.
|1.||Partnership - establishing a partnership with a woman; getting to know each other: building trust and rapport; negotiating mutual expectations of each other; respecting individual and cultural differences; negotiating care with each individual; ethical issues in the relationship; being 'present to' the woman; review non-directive counselling; review adult learning & teaching principles, formulating learning objectives and developing learning strategies, Planning a teaching session.||10.00|
|2.||Midwifery model of care from pre-conception to late pregnancy - pre-conceptual and antenatal education (one to one and group based); antenatal care and advice: including nutrition; drugs and alcohol; smoking; sexual and reproductive health; domestic violence, infant feeding.||10.00|
|3.||Midwifery model of care in labour - promoting normal birth; being a supportive presence for women; working with the support person; natural methods of pain management; diet, activity and position; assessments and documentation; birth: vertex presentation; physiological management of third stage; reception, assessment and immediate care of newborn; initiation of breastfeeding; fourth stage: assessment and documentation.||20.00|
|4.||Physical -psycho-social-spiritual aspects of the newborn; assessment of the newborn; care of the newborn infant; common concerns of mothers about their newborns; facilitating adult learning about parenting; mother-baby interactions (signs of attachment and rejection; incorporating the baby into existing family; lactation and breastfeeding (BF)); immunology of BF building the woman's confidence; techniques for breastfeeding (position/attachment, expressing, promoting normal BF); initiating BF; managing common problems (sore/cracked nipples, blocked duct, engorgement, breast refusal) ; feeding behaviours of healthy infants; artificial feeding; documentation; community agencies/support services; legal/ethical issues; sociocultural influences; values clarification.||20.00|
|5.||Midwifery model of care – Puerperium: midwifery assessment and documentation; ongoing care of self, contraception; six weeks postnatal check of mother and baby; community agencies and support services; infant development; mother's experiences in the puerperium; maternal mental health.||10.00|
|6.||The Midwife - methods of self-nurturing, self-expression and stress reduction; establishing and maintaining a network of personal support; peer support for self and other student midwives; formulating learning objectives and developing learning strategies||10.00|
|7.||Supernumerary Professional Practice Experience||20.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2013&sem=01&subject1=MID8001)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Both, D & Frischknecht, K 2008, Breastfeeding: An illustrated guide to diagnosis and treatment, Elsevier Australia, Marrickville, N.S.W.
Edwards, G & Byrom, S (eds) 2007, Essential midwifery practice, Blackwell Publishing, Oxford.
Pairman, S & Pincombe, J & Thorogood, C & Tracy, SK (editors) 2010, Midwifery preparation for practice, 2nd edn, Churchill Livingstone Elsevier, Marrickville.
Pollard, M 2011, Evidence-based care for breastfeeding mothers, Routledge, London.
Stables, D & Rankin J (eds) 2010, Physiology in childbearing, 3rd edn, Elsevier Bailliere Tindall, Edinburgh.
Birth: Issues in Perinatal Care.
British Journal of Midwifery.
British Journal of Obstetrics and Gynaecology.
Cunningham, FG (Ed) 2010, William’s obstetrics, 23rd edn, McGraw-Hill, New York.(online).
Journal of Midwifery & Women's Health.
Journal of Nurse-Midwifery.
Journal of Obstetrics and Gynaecology and Neonatal Nursing.
MIDIRS: Digest Midwifery Information & Resource Services.
Midwifery Today with International Midwife.
New Zealand College of Midwives Journal.
Women and Birth.
Student workload requirements
|Community or Industry Placement||50.00|
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|C of C Planning Project||55||54||18 Mar 2013||(see note 1)|
|Be the Midwife||50||25||06 May 2013|
|Portfolio||20||20||08 Jun 2013||(see note 2)|
|Professional Practice||1||1||14 Jun 2013||(see note 3)|
- The continuity of care planning project will provide learning objectives and strategic planning for continuity of care professional practice across the MMID Program. It will be revised over the subsequent semesters. Outcomes of the implementation of this project will be evaluated in MID80772.Details of the professional experiences required for MID8001 will be specified in the USQ MMID Professional Practice Portfolio.
- Details of the professional experiences required for MID8001 will be specified in the USQ MMID Professional Practice Portfolio.
- Details of the professional practice experiences required for MID8001 will be specified in the USQ MMID Professional Practice Portfolio.
Important assessment information
It is the students' responsibility to participate actively in all classes and discussion groups scheduled for them, and to study all material provided to them or required to be accessed by them to maximize their chance of meeting the objectives of the course and to be informed of course-related activities and administration. Students must attend a compulsory 36 hour residential school scheduled at USQ’s Toowoomba campus prior to commencement of Semester one, normally in Orientation week. If medical documents support a student's inability to attend residential school then the student will be advised by the course examiner of equivalent make-up work to be completed by the end of semester. Students are required to negotiate and complete a supernumerary observational placement with either Family Planning QLD or equivalent sexual health service (8 hours approximately) AND Antenatal education classes (12 hours approximately). Students have a mandatory requirement to follow twenty (20) women through in continuity of care. Students must commence recruitment of women to participate in the continuity of care experience and attempt to have a minimum of ten (10) women recruited in this semester. Should circumstances arise which yield less than ten (10) women recruited in this semester, formal notification to the Examiner must be provided by the student outlining reasons for the lower number and strategies in place to achieve recruitment of the mandatory twenty (20) women. Details for ethical recruitment of women, commitment to continuity of care and documentation required for formative and summative assessment will be included in the Professional Practice Portfolio which can be found on the Professional Midwifery Practice Study Desk meta-course.
Requirements for students to complete each assessment item satisfactorily:
To complete each of the assessment items satisfactorily, students must obtain at least 50% of the marks available for each assessment item a) Continuity of Care Planning Project and b) Be the Midwife c) Portfolio. To satisfactorily complete the MID8001 items in Professional Practice, students must demonstrate that they have completed the required hours with either Family Planning QLD or equivalent sexual health service (8 hours approximately) AND Antenatal education classes (12 hours approximately); and achieved recruitment of the stipulated number of women for continuity of care. Failure to demonstrate completion of these tasks will result in a Fail grade for this course. The Portfolio will include online discussion forums are part of a professional standard expected at a post-graduate level and will be assessed accordingly. It is an expectation that all students will participate fully in forums and display high quality scholarly discussion. These discussion forums will be awarded marks toward the final assessment of the Portfolio. To complete each of the assessment items satisfactorily, students must obtain at least 50% of the marks available for each assessment item.
Penalties for late submission of required work:
Penalties for late submission of required work: If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment will apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course and achieve 100% for completion of all stipulated professional experience requirements for MID8001 as described in the Professional Practice Portfolio.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
Where a student has failed to achieve a passing grade by 5% or less of the aggregated weighted marks, or equivalent in the grading scale, the examiner in agreement with the moderator will consider recommending to the Board of Examiners the undertaking of supplementary assessment by the student, if the student has undertaken all of the required
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
As there are no examinations in this course, there will be no deferred or supplementary examinations.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
The due date for an assignment is the final date by which a student must submit the assignment via EASE on the Study Desk.
Students must retain a copy of each item submitted for assessment. If requested, students will be required to provide a copy of assignments submitted for assessment purposes. Such copies should be despatched to USQ within 24 hours of receipt of a request being made.
The examiner may grant an extension of the due date of an assignment in extenuating circumstances.
Assessment items must be submitted by electronic submission using EASE . Refer to your Course Study Guide and course website on Study Desk for submission details. Times and dates refer to Australian Eastern Standard Time (AEST).
The Faculty will NOT accept submission of assignments by facsimile.
In the event that a due date for an assignment falls on a local public holiday in their area, such as a Show holiday, the due date for the assignment will be the next day. Students are to note on the EASE submission the date of the public holiday for the Examiner's convenience.
Students who have undertaken all of the required assessments in a course but who have failed to meet some of the specified objectives of a course within the normally prescribed time may be awarded the temporary grade: IM (Incomplete - Make up). An IM grade will only be awarded when, in the opinion of the examiner, a student will be able to achieve the remaining objectives of the course after a period of non-directed personal study.
Students who, for medical, family/personal, or employment-related reasons, are unable to complete an assignment or to sit for an examination at the scheduled time may apply to defer an assessment in a course. Such a request must be accompanied by appropriate supporting documentation. One of the following temporary grades may be awarded IDS (Incomplete - Deferred Examination; IDM (Incomplete Deferred Make-up); IDB (Incomplete - Both Deferred Examination and Deferred Make-up).
Evaluation and benchmarking
Student evaluations will be compiled to evaluate the student experience, relevance of the course content and the effectiveness of course delivery. Clinical milieu data will be extrapolated to maintain Clinical contractual arrangements with appropriate and supportive clinical agencies. It is expected that all students undertaking this course will complete the online student evaluation.
Students will require access to e-mail and internet access to UConnect for this course
Harvard (AGPS) is the referencing system required in this course. Students should use Harvard (AGPS) style in their assignments to format details of the information sources they have cited in their work. The USQ library provides advice on how to format information sources using this system