Vous êtes sur la page 1sur 22

Subject Outline

Subject Name: Challenges to the Pregnancy, Birth and Postnatal Continuum


Subject Code: NS5134:03
Study Period: 2, 2016
Study Mode: External
Campus: Townsville
Subject Coordinator: Gillian Harris

We acknowledge the Traditional Owners of the lands and waters where our university is located and actively seek to
contribute and support the JCU Reconciliation Statement, which exemplifies respect for Australian Aboriginal and
Torres Strait cultures, heritage, knowledge and the valuing of justice and equity for all Australians.
College of Healthcare Sciences Disclaimer: The information provided in this subject outline is correct as at the time
of completion and may change in response to changing University resources. Any changes will be approved by the
College Dean or representative and will be communicated to students by the LearnJCU subject site.

Pre-requisites:
NS5131 AND NS5132

This subject outline has been prepared by Gill Harris for the College of Healthcare Sciences, Division of Tropical
Health and Medicine, James Cook University. Updated 3rd June 2016
Q1. This subject is offered across more than one campus and/or mode and/or teaching
period within the one calendar year.

Yes

No

Q2. If yes [Q1], the design of all offerings of this subject ensure the same learning
outcomes and assessment types and weightings.

Yes

No

Q3. If no [Q2], _________________________ has authorised any variations, in terms of equivalence.


Approval: This subject outline has been checked by Head of Academic Group (or delegate)

Yes

No

Copyright 2016
This publication is copyright. Apart from any fair dealing for the purpose of private study, research, criticism, or review as permitted
under the Copyright Act, no part may be reproduced by any process or placed in computer memory without written permission.

Contents

Staff Contact Details .....................................................................................................................................................1


Subject enquiries ...................................................................................................................................................1
JCU Email ..............................................................................................................................................................1
LearnJCU...............................................................................................................................................................1
Discussion Boards / Online Learning Activities .....................................................................................................1
Section 1. Subject at a glance ......................................................................................................................................1
1.1 Student participation requirements .....................................................................................................................1
1.2 Key dates ............................................................................................................................................................2
Section 2. Subject details .............................................................................................................................................2
2.1 Subject description .............................................................................................................................................2
2.2 Subject learning outcomes .................................................................................................................................2
NMBA Competency Standards (2006) ..................................................................................................................2
2.3 Learning and teaching in this subject .................................................................................................................4
2.4 Student feedback on subject ..............................................................................................................................4
2.5 Subject resources and special requirements......................................................................................................4
Textbooks ..............................................................................................................................................................4
Weekly Readings ...................................................................................................................................................5
Literature searches ................................................................................................................................................5
Additional Resources .............................................................................................................................................5
Section 3. Assessment details ......................................................................................................................................5
3.1 Requirements for completion of subject .............................................................................................................5
Inherent Requirements ..........................................................................................................................................6
3.2 Feedback on student learning ............................................................................................................................6
3.3 Assessment Tasks ..............................................................................................................................................6
Assessment Task 1: Wiki Reflections .......................................................................................................................7
Assessment Task 2: Case Study ..............................................................................................................................8
Assessment Task 3: Completion of chapters 2 & 3 of the online learning program K2 ........................................ 11
Assessment Task 4: Examination.......................................................................................................................... 12
Section 4. Other information about assessment and student support....................................................................... 13
4.1 Submission and return of assessment ............................................................................................................ 13
Assessment Criteria ........................................................................................................................................... 13
Drafts .................................................................................................................................................................. 13
Referencing ........................................................................................................................................................ 13
Presentation ....................................................................................................................................................... 13
Finishing the Assignment ................................................................................................................................... 13
Preparing Document for Online Submission ...................................................................................................... 14
SafeAssign Reports ............................................................................................................................................ 14
Online Submission .............................................................................................................................................. 14
Late Submissions ............................................................................................................................................... 14
Extensions .......................................................................................................................................................... 15
Return of Assignments ....................................................................................................................................... 15
Review of Assessment ....................................................................................................................................... 15
Publication of results .......................................................................................................................................... 15
4.2 Plagiarism and referencing .............................................................................................................................. 15
4.3 Important advice relating to examinations ....................................................................................................... 15
4.4 Student support ............................................................................................................................................... 16
Section 5. Subject calendar ....................................................................................................................................... 18

Staff Contact Details


Teaching team

Staff member

Phone

Email

Subject Coordinator

Gill Harris

(07) 4781 5329

gillian.harris@jcu.edu.au

Course Coordinator
(Midwifery)

Marie McAuliffe

(07) 4781 5445


0429 489609

marie.mcauliffe1@jcu.edu.au

Consultation times*
Via email
Via email

*Other consultation times by appointment only. Subject coordinator will be available for the equivalent of four hours per week
across the study period.

For further assistance please refer to Student Assistance Directory (Nursing, Midwifery & Nutrition) Who Do I
Contact?
Subject enquiries
Facilitating communication between staff and external students is very important. You are welcome to contact staff
with any queries or problems by email or phone. JCU Email is the most reliable method of contact. If you phone,
please leave your contact number and times when you will be available to facilitate the return of your call.
JCU Email
As part of the terms of agreement that you accepted in your offer of enrolment, you have agreed to access your JCU
Email via Outlook Web App for Students or configured to your mobile devices at least twice weekly to receive official
communications from the University. All emails generated by JCU are automatically sent to your JCU Email address
only (not to personal email addresses). It is understood that any email sent by the Subject Coordinator is read and
acted upon by the student. Similarly, all email correspondence from students to JCU is required to be sent from your
JCU Email account, as this identifies you as a JCU Student. We cannot discuss enrolment or personal study matters
via emails sent from students personal email addresses.
LearnJCU
In addition, students MUST regularly check announcements on LearnJCU to avoid missing important information.
Discussion Boards / Online Learning Activities
Students are expected to participate in the LearnJCU discussion boards and online learning activities. The discussion
boards give you a place to interact with staff and other students about subject content and topics, and help students
to clarify and extend their understanding of key content. These are a forum for students to present their
thoughts/ideas in an online version of an in-person classroom discussion and therefore the same courtesy rules
apply.

Section 1. Subject at a glance


1.1 Student participation requirements
The JCU Learning, Teaching and Assessment Policy (4.3) indicates that, a 3 credit point subject will require a 130
hour work load of study-related participation including class attendance over the duration of the study period,
irrespective of mode of delivery. This work load comprises timetabled hours and other attendance
requirements, as well as personal study hours, including completion of assessment requirements. Note that
attendance at specified classes will be a mandatory requirement for satisfactory completion of some subjects
(Learning, Teaching and Assessment Policy, 5.10); and that additional hours may be required per week for those
students in need of English language, numeracy or other learning support.

Key subject activities

Time

Day/ Date

Room/ Location

Self-directed learning modules

N/A

Week 1 commences 25th July 2016

Online

Blackboard Collaborate online


classroom sessions

As per Subject Calendar

Online

Revision Quizzes

N/A as per learning requirements

Online

1.2 Key dates


Key dates

Date

Census date

see 2016 Study Period and Census Dates

Last date to withdraw without academic penalty

see 2016 Study Period and Census Dates

Assessment task 1: Wiki (10%)

Due week 3 14th August


Due week 6 4th September

Assessment task 2: Case Study (50%)

Due week 11 16th October

Assessment task 3: Ch 2 & 3 of K2 fetal monitoring


training program [Sat/Unsat]

Due Week 13 30th October

Assessment task 4: Examination (40%)

During Examination period

Section 2. Subject details


2.1 Subject description
Incorporating primary health care principles and the philosophy of woman centred and value based care (Page,
2000), this subject will focus on the knowledge of pathophysiological processes and midwifery skills midwives require
to support women and their families who are experiencing challenges in the pregnancy continuum. A perinatal
challenge will be described as an event that impacts on a woman's pregnancy, which when corrected enables the
woman to return to a normal pregnancy pathway. The content will focus on the pathophysiological processes that
may cause a perinatal challenge to the pregnancy, birth, puerperium, or extra uterine adaptation of the neonate and
midwifery care for the woman experiencing a perinatal challenge will be discussed. This subject will continue with
the application of Berg's (2005) model of 'genuine caring' to further develop the students midwifery philosophy.

2.2 Subject learning outcomes


Students who successfully complete this subject will be able to:
1. apply primary health care principles and the philosophy of woman centred, value based care (Page, 2000)
to women and families experiencing a perinatal challenge;
2. analyse and critique Berg's (2005) model of 'genuine caring' in relation to caring for women and families
experiencing a perinatal challenge in the pregnancy continuum;
3. provide safe and appropriate midwifery care to all women and families experiencing a perinatal challenge in
the pregnancy continuum;
4. describe the pathophysiological processes involved in a perinatal challenge in the pregnancy continuum;
5. demonstrate the appropriate midwifery knowledge and midwifery skills midwives require to support women
and their families, experiencing a perinatal challenge.
These outcomes will contribute to your overall achievement of course learning outcomes.
NMBA Competency Standards (2006)
The Nursing and Midwifery Board of Australias (NMBA) Registered nurse standards for practice (2016) and the
National competency standards for the midwife (2006) are core standards expected to be demonstrated by all
registered nurses and midwives. The graduate nurse and/or midwife meeting these competencies, can work safely
and effectively in a health care setting as a beginning practitioner, is a critical thinker, works collaboratively, is caring,
is a health promoter, is culturally sensitive, is a consumer of research, upholds legal requirements and ethical
principles, is a reflective practitioner, and incorporates social equity and justice principles into their practice. The
NMBA approves codes and guidelines to provide guidance to registered nurses and midwives. These competency
standards also communicate to the public the standards they can expect from registered nurses and midwives.
Follow the links for the full text of the current codes and guidelines (Codes of ethics, Codes of professional conduct
for nurses and midwives, competency standards and decision making frameworks).
NMBA Midwifery Competency Standards (2006) developed in this subject:
NMBA Midwifery Competency Standards (2006) addressed by this subject
DOMAIN:
Competency 1
Element 1.1:

LEGAL AND PROFESSIONAL PRACTICE


Functions in accordance with legislation and common law affecting midwifery practice
Demonstrates and acts upon knowledge of legislation and common law pertinent to midwifery practice

Element 1.2:
Element 1.3:
Element 1.4:
Competency 2
Element 2.1:
Element 2.2:
Element 2.3:

Complies with policies and guidelines that have legal and professional implications for practice
Formulates documentation according to legal and professional guidelines
Fulfils the duty of care in the course of midwifery practice
Accepts accountability and responsibility for own actions within midwifery practice
Recognises and acts within own knowledge base and scope of practice
Identifies unsafe practice and takes appropriate action
Consults with and refers, another midwife or appropriate health care provider when the needs of the
woman and her baby fall outside own scope of practice

DOMAIN:

MIDWIFERY KNOWLEDGE AND PRACTICE

Competency 3

Communicates information to facilitate decision making by the woman

Element 3.1:

Communicates effectively with the woman, her family and friends

Element 3.2:

Provides learning opportunities appropriate to the womans need

Element 3.3:

Plans and evaluates care in partnership with the woman


Promotes safe and effective midwifery care
Applies knowledge, skills and attitudes to enable woman-centred care
Provides or supports midwifery continuity of care
Manages the midwifery care of women and their babies
Assesses, plans provides and evaluates safe and effective midwifery care
Utilises midwifery knowledge and skills to facilitate an optimal experience for the woman
Assesses the health and well being of the woman and her baby
Protects, promotes and supports breastfeeding
Demonstrates the ability to initiate, supply and administer relevant pharmacological substances, in a
safe and effective manner within the relevant state/territory legislation
Evaluates the midwifery care provided to the woman and her baby
Assesses, plans, provides and evaluates safe and effective midwifery care of the woman and/or
baby with complex needs
Recognises and responds effectively in emergency or urgent situations
MIDWIFERY AS PRIMARY HEALTH CARE
Advocates to protect the rights of women, families and communities in relation to maternity care

Competency 4
Element 4.1:
Element 4.2:
Element 4.3:
Competency 5
Element 5.1:
Element 5.2:
Element 5.4:
Element 5.5:
Element 5.6:
Competency 6
Element 6.2:
DOMAIN:
Competency 7
Element 7.1:

Respects and supports women and their families to be self-determining in promoting their own health
and well being

Element 7.2:

Acts to ensure that the rights of women receiving maternity care are respected

Competency 8

Develops effective strategies to implement and support collaborative midwifery practice

Element 8.1:

Demonstrates effective communication with midwives, health care providers and other professionals

Element 8.2:

Establishes, maintains and evaluates professional relationships with other health care providers
Actively supports midwifery as a public health strategy
Advocates for and promotes midwifery practice within the context of public health policy
Ensures midwife is culturally safe

Competency 9
Element 9.1:
Competency 10
Element 10.1:

Plans, implements and evaluates strategies for providing culturally safe practice for women, their
families and colleagues

DOMAIN:

Competency 12

REFLECTIVE AND ETHICAL PRACTICE


Bases midwifery practice on ethical decision making
Practices in accordance with the endorsed Code of Ethics and relevant state/territories and
Commonwealth privacy obligations
Identifies personal beliefs and develops these in ways that enhance midwifery practice

Element 12.1:

Addresses the impact of personal beliefs and experiences on the provision of midwifery care

Element 12.2:

Appraises and addresses the impact of power relations on midwifery practice


Acts to enhance the professional development of self and others
Assesses and acts upon own professional development needs
Uses research to inform midwifery practice
Ensures research evidence is incorporated into practice
Interprets evidence as a basis to inform practice and decision making

Competency 11
Element 11.1:

Competency 13
Element 13.1:
Competency 14
Element 14.1:
Element 14.2:

2.3 Learning and teaching in this subject


This subject will be delivered in external mode utilising the LearnJCU online delivery platform. Students are required
to have internet access to access study modules, complete learning tasks, submit assessments and access online
resources.
In keeping with the curriculum philosophy, teaching/learning strategies are student-centred. Students are encouraged
to actively engage in the learning process and take responsibility for their own learning. Emphasis is also placed on
the skills required to effectively use and integrate technology into the teaching/learning environment. A range of
teaching strategies including discussion board/discussion groups; blackboard collaborate webinars; online quizzes
for revision purposes only.

2.4 Student feedback on subject


As part of our commitment at JCU to improving the quality of our courses and teaching, we regularly seek feedback
on your learning experiences. Student feedback informs evaluation of subject and teaching strengths and areas that
may need refinement or change. YourJCU Subject and Teaching Surveys provide a formal and confidential
method for you to provide feedback about your subjects and the staff members teaching within them. These surveys
are available to all students through LearnJCU. You will receive an email invitation when the survey opens. We value
your feedback and ask that you to provide considered feedback for each of your subjects.

Online classroom sessions were conducted using Blackboard Collaborate on several occasions during the
previous semester to support learning in the modules and assessment preparation. Students could attend
the actual session and/or watch the recording. Feedback was very positive about these sessions, so have
been incorporated again this semester

Revision Quizzes based on each module were made available for students to test their learning with prompts
given where to research answers if any were incorrect. These could be repeated as often as wanted and
were used widely, particularly in the run up to the exam. Feedback was very positive about these quizzes,
so have been incorporated again this semester

The Wiki assignment was well received. Students completed one learning activity for each module and
shared their work on the modules Wiki page to promote student collaboration with the learning process.
They also needed to complete a reflection per module. However, the marks given for the Wikis did not reflect
well the student workload related to the Wiki Assignment. So the Wiki assignment has been altered this
semester to a reduced number of Wiki contributions and more marks for each one.

The case study assignment was well received by the students and considered supportive of their learning.
This is continued this semester.

2.5 Subject resources and special requirements


This subject will require a substantial amount of reading. In addition to the recommended readings, you will need to
consult any prescribed text(s) which you should already have purchased.
Textbooks
Prescribed Texts
Pairman, S., Tracy, S., Thorogood, C., & Pincombe, J. (Eds.). (2015). Midwifery preparation for practice (3rd ed.).
Chatswood, Australia: Elsevier Australia.
Stables, D., & Rankin, J. (2010). Physiology in childbearing with anatomy and related biosciences (3rd ed.). London,
England: Elsevier.
Recommended Texts
Blackburn, S. T. (Ed.). (2013). Maternal, fetal & neonatal physiology: A clinical perspective (4th ed.). Maryland
Heights, MO: Elsevier.
Marieb, E. N., & Hoehn, K. (2016). Human anatomy and physiology (10th ed.). San Francison, CA: Pearson Benjamin
Cummings.
Textbooks are available to purchase online through the Co-op online book store. The JCU Library has limited copies
of all prescribed textbooks available for 2 day loans.
Further Recommended Resources
Simkin, P., & Ancheta, R. (2011). The labor progress handbook: Early interventions to prevent and treat dystocia
(3rd ed.). Chichester, England: Wiley-Blackwell. [Available as eBook via JCU Library].

Nursing and Midwifery Board of Australia. (2006). National Competency Standards for the Midwife
Page, L. & McCandlish, R. (Eds.) (2006). The New Midwifery: Science and Sensitivity in Practice (2nd ed.).
Philidelphia, PA: Churchill Livingstone Elsevier.
Weekly Readings
In addition to your required texts, weekly readings provide you with specific information on the content. The readings
are available via the JCU Library online collection. Journal articles and eBooks are available via OneSearch book
chapters and articles not available via the Library collection will be added to ReserveOnline (search by subject code).
The prescribed readings represent part of the study content. You are guided to the readings throughout the modules.
It is useful to update your knowledge base by supplementing content by reading with other current material, especially
examples of research, which is often reported in daily newspapers or magazines as well as in specialist journals or
texts.
Literature searches
Students are expected to be competent at searching online databases to find and retrieve literature. You are also
expected to include reference to other literature in your written assignments (other than the readings provided). The
JCU Library provides online guides on how to locate journal articles. The Nursing, Midwifery & Nutrition LibGuide is
an online guide for NMN students and staff at JCU. It will help you find the information you need to complete your
assignments and research.
Additional Resources
Additional resources available from the subject site in LearnJCU include:

Announcements.
Recommended websites.
Supplementary materials.
additional readings
formative revision quizzes
Blackboard Collaborate online classroom sessions
Vodcasts

Communication functions are also available via LearnJCU such as group email facility, discussion boards and virtual
classrooms. Students are expected to visit the site regularly and utilise the many interactive features available.

Section 3. Assessment details


3.1 Requirements for completion of subject
In order to pass this subject, you must:
submit all items of assessment;
satisfactorily complete chapters 2 & 3 of the K2 fetal monitoring training program;
achieve a minimum of 50% in the formal examination and a cumulative result of 50% overall.
It is important to be aware that assessment is always subject to final ratification following the examination period
and that no single result represents a final grade in a subject (Learning, Teaching and Assessment Policy 5.22.).
Progressive moderation of the assessments will be undertaken for this subject. Pre- and post-assessment
moderation includes biennial peer review of the assessment plan, the use of a pre-determined marking criteria for
each assessment item which has been peer reviewed during the design phase; self-moderation where assessment
items marked earlier in the marking period will be rechecked to ensure consistency in the allocation of marks and
grades; confirmatory review (peer review of assessment grades) and cross marking (blind remarking and/or
confirmatory review) of all assessment items achieving an N (Failure) and HD (High Distinction) result.
The final mark for this subject will be a cumulative total of all raw scores achieved on each assessment item, rounded
to the closest total; for example a score of 50.75 would be rounded to a score of 51; a total of 50.25 would be rounded
to a score of 50.
Assessment items and final grades will be reviewed through moderation processes as per JCU Learning, Teaching
and Assessment Policy (5.13-5.18).

Inherent Requirements
Your course may have inherent requirements. Inherent requirements are the fundamental abilities, attributes, skills
and behaviours needed to achieve the learning outcomes of a course while preserving the academic integrity of the
universitys learning, assessment and accreditation processes. Students and prospective students must be able to
demonstrate that they have acquired or have the ability to acquire the inherent requirements for their degree. For
more information refer to Inherent Requirements page.
Reasonable adjustments may be made to assist students manage additional circumstances impacting on their
studies provided these do not change the academic integrity of a degree. Reasonable adjustments do not alter the
need to be able to demonstrate the inherent requirements of the course. Students who believe they will experience
challenges completing their degree or course because of their disability, health condition or other reason should
discuss their concerns with an AccessAbility Services team member, or a member of College staff such as the Course
Coordinator. In the case where it is determined that inherent requirements cannot be met with reasonable
adjustments, the University staff can provide guidance regarding other study options.

3.2 Feedback on student learning


Formative feedback is provided to the student throughout the semester via the LearnJCU discussion board, Grade
Centre and through email correspondence. Feedback is also provided in direct response to assessment submissions.
For each assessment item, students will be informed of their grade within 21 days from the due or submission date
of the assessment.
Requests for review of assessment need to follow the JCU Review of Assessment and Access to Examination Scripts
and Materials Procedure.

3.3 Assessment Tasks


Assessment

Date

Assessment task 1: Wiki Reflections

Due week 3 14th August


Due week 6 4th September

Assessment task 2: Case Study

Due week 11 16th October

Assessment task 3: Ch 2 & 3 of K2 fetal monitoring training


program [Sat/Unsat]

Due Week 13 30th October

Assessment task 4: Examination

Due: Examination period

Assessment Task 1: Wiki Reflections

Aligned subject
learning outcomes

apply primary health care principles and the philosophy of woman centred, value based care
(Page, 2000) to women and families experiencing a perinatal challenge;
analyse and critique Berg's (2005) model of 'genuine caring' in relation to caring for women and
families experiencing a perinatal challenge in the pregnancy continuum;
provide safe and appropriate midwifery care to all women and families experiencing a perinatal
challenge in the pregnancy continuum;
describe the pathophysiological processes involved in a perinatal challenge in the pregnancy
continuum;
demonstrate the appropriate midwifery knowledge and midwifery skills midwives require to
support women and their families, experiencing a perinatal challenge.

Aligned professional
standards/
competencies

Competencies 3, 4, 5, 6, 10, 12, 13, 14

Group or individual

Individual

Weighting

10%

Word length

500 words maximum for each reflection. Any words over the count of 500 words will not be marked.
There is no lower limit.

Due date

Module 1 Wiki - Due week 3 14th August


Module 2 Wiki - Due week 6 4th September

ASSESSMENT TASK 1: DESCRIPTION


Your task is to write two reflections on midwifery care on two challenges in the pregnancy continuum, using either
Page (2006) or Berg (2005) as your model to guide the reflection. Choose one challenge from Module 1 and one
challenge from Module 2. Ideally the challenges were part of a clinical experience from your practice so you can draw
on the scenario in your reflection. However, if they are not, but are rather a challenge that you want to explore in
more depth, then that is fine. In this instance, in the sections of the reflection which focus on the woman, such as
Page (2006), finding out what the woman wants, you would make comments about how you would do this with
literature support. If you are drawing on an actual scenario you would discuss what you did and draw on literature
support to identify if the care was appropriate or more could have been done. The word limit is 500 words. Any words
over this will not be read nor included in your marks. The idea is to succinctly present your findings. So if you need
to present your ideas using tables or dot points to reduce word count that is fine. Include in-text references as well
as a reference list at the end.
Each reflection is to be put on the designated Wiki page as well as submitted through a SafeAssign dropbox. All
students enrolled in the subject will be able to view all the reflections on the Wiki page. The purpose of the reflection
being on the Wiki page is so that as a group you can learn from each other. The submission through the dropbox will
be marked, only you will see those comments.
What is a Wiki? A Wiki is an online webpage (in this case set up through NS5134 subject site so not available on
the world wide web) that all course members contribute to and modify as a means of sharing and collaboration. All
course members will have permission to edit the entire page, but are asked to respect everyones contribution and
only edit their own submission. You can add your submission directly into the Wiki page or you can link the document
that contains your submission it can either be a PDF or a Word document.

ASSESSMENT TASK 1: CRITERIA SHEET


0

0.5-2

No
reflection
attempted.

Minimal evidence of
reflection. Model may
not have been used.
Information provided is
limited, inaccurate or
incorrect. Numerous
referencing errors as per
APA 6th, or no literature
used.

2.5-3
Attempt at reflection
evident. Model used.
Information provided
mainly descriptive, may
be vague or not clearly
articulated.
Sources of information
may be referenced, but
not clearly. Some errors
as per APA 6th

3.5-4.5

Reflection completed
reasonably well. Most
aspects are addressed in
a descriptive manner
with some critical
analysis. Sources of
information are
referenced, minimal
errors as per APA 6th

Reflection thoroughly
addresses the
challenge with critical
analysis.
Sources of information
are clearly and
accurately referenced
as per APA 6th

Assessment Task 2: Case Study

Aligned subject
learning outcomes

apply primary health care principles and the philosophy of woman centred, value based care
(Page, 2000) to women and families experiencing a perinatal challenge;
analyse and critique Berg's (2005) model of 'genuine caring' in relation to caring for women and
families experiencing a perinatal challenge in the pregnancy continuum;
provide safe and appropriate midwifery care to all women and families experiencing a perinatal
challenge in the pregnancy continuum;
describe the pathophysiological processes involved in a perinatal challenge in the pregnancy
continuum;
demonstrate the appropriate midwifery knowledge and midwifery skills midwives require to
support women and their families, experiencing a perinatal challenge.

Aligned professional
standards/
competencies

Competencies 1 - 14

Group or individual

Individual

Weighting

50%

Due date

Sunday 16th October


3000 words [word counts 10% below or above the required word limit will be penalised by 10%
deduction of the marks available. The word count must be accurately stated at the end of the concluding
paragraph. Every printed element between spaces is to be counted including quotations and in-text
references (but not including Reference list or Appendices)].

Word length

ASSESSMENT TASK 2: DESCRIPTION


Scenario:
Lucy is a primiparous woman who up until 25 weeks gestation was low risk. During an Antenatal visit with her midwife
she was discovered to have an elevated blood pressure [BP]. Following further assessment, she is then reviewed by
her obstetrician who diagnoses Gestational Hypertension. Under care of the obstetricians and midwives, with close
monitoring, she continued until term. The Gestational Hypertension remained stable with elevated BP only. She did
not go into labour so was brought in at term +12 for induction of labour. Her labour was essentially uneventful but
slow. Due to this, Lucy became very tired and need a vacuum assisted birth to complete the second stage. The third
stage was completed uneventfully.
Choose EITHER the Antenatal OR the Perinatal Challenge.
1. Antenatal Challenge Gestational Hypertension. Define Gestational Hypertension. Explore holistically
the challenge that it presents to both mother and foetus in the antenatal period. Discuss the necessary care
and education that she will need. Describe the potential impact upon birth and the postnatal period. Reflect
on how Lucy and/or her family may feel about the diagnosis. Consider what actions can be taken by the
midwife to help Lucy.
2. Perinatal Challenge Induction of Labour. Define induction of labour. Explore, the challenge that it
presents to both mother and foetus in labour. Discuss the necessary care and education that she will need
during the labour. Take into account all possible methods of induction of labour and their potential impact
upon Lucy and her baby. Describe the potential impact of a vacuum assisted birth on both mother and foetus,
taking into consideration the postnatal period also. Reflect on how Lucy and/or her family may feel about
induction of labour and having an assisted birth. Consider what actions can be taken by the midwife to help
Lucy.
ASSESSMENT TASK 2 CRITERIA
Introduction
Define Challenge holistically
Care and Education required
Potential impact on birth and postnatal period
Reflect on impact of the challenge from the womans perspective and the midwifes support
Conclusion
Discussion supported with relevant literature
Referencing as per APA (6th)
Academic Presentation: legibility, spelling, grammar and layout as per assessment guidelines
TOTAL MARKS

MARKS
3
10
10
8
6
3
3
3
4
50

ASSESSMENT TASK 2 MARKING RUBRIC


CATEGORY
Introduction

CATEGORY
Define the
challenge
holistically

CATEGORY
Care and
education
required

CATEGORY
Potential impact
on birth and the
postnatal period

CATEGORY
Reflect on the
impact of the
challenge from
the womans
perspective

0
No introduction
evident.

0.5-1
Attempt at Introduction
evident only introduces
essay topic minimally OR
only briefly outlines essay
content.

1.5
Attempt at Introduction evident,
states topic and gives vague
reflection of essay content and
information is relevant. Some
facts stated.

1 4.5

5-7

The challenge is NOT


described or defined.

The challenge is identified


and possibly described but
information may be limited,
inaccurate or incorrect.
Writer demonstrates little or
some understanding of the
challenge however not
clearly expressed.
1 4.5

The challenge is described and


defined although information may
be vague or not clearly
articulated.
Writer demonstrates
understanding of the challenge.

An attempt made to identify


some of the care and
education required by the
woman and her baby.
Information is limited,
inaccurate or incorrect.
1 - 3.5

Some of the care and education


required by a woman and her
baby identified and described.
Information may be vague or not
well articulated.

An attempt made to identify


and describe the potential
impact, but may be limited,
inaccurate or incorrect.
Writer demonstrates limited
understanding of the
potential impact on the birth
and postnatal period.
1 2.5

The potential impact is identified


and described. Information
stated only, no discussion.
Writer demonstrates some
understanding of the potential
impact on the birth and postnatal
period.

An attempt made at
reflecting on the challenge
from the womans
perspective and/or the
midwifery support, but limited
understanding evident.

The reflection states some of the


impact of the challenge on the
woman and identifies ways the
midwife can support the woman.

0
No discussion of the
care and education
required.

0
No discussion of the
potential impact on
the birth and postnatal
period.

0
No reflection on the
impact of the
challenge from the
womans perspective
or identification of
midwifery support

5-7

4 5.5

3-4

2-2.5

Attempt at Introduction evident,


states topic, reflection of essay
focus/content.
Information is relevant could be
more concise and lacks clear
direction.
7.5 9.5

Introduction clearly and concisely


provides opening comments of the
chosen topic and logically reflects the
focus, direction and content of the
essay.

The challenge is described and


defined clearly and accurately.
Most aspects of how the challenge
impacts the woman and her baby
are mentioned. Information mainly
descriptive, some critique evident.
Writer clearly understands the
challenge.
7.5 9.5

The challenge is described and


defined clearly and accurately.
Holistic approach to the definition
apparent.
Writer demonstrates a
comprehensive understanding of the
challenge.

The care and education required by


a woman and her baby is identified
and described. Information mainly
descriptive, some critique evident.

A thorough and complete analysis of


the care and education required by a
woman and her baby when faced
with the challenge.

6 7.5
The potential impact is reasonably
well identified and described.
Information mainly descriptive,
some critique evident. Writer
demonstrates an understanding of
the potential impact on the birth
and postnatal period.
4.5 5.5
The reflection shows some
evidence how the challenge may
impact the woman.
Writer shows understanding and
appreciation of the womans
perspective and how the midwife
can support the woman.

10

10

8
The potential impact is accurately
identified and described.
Writer demonstrates a thorough
understanding of the potential impact
on the birth and postnatal period.

6
The reflection shows evidence of a
thorough analysis of the impact of the
challenge from the womans
perspective.
Writer shows a comprehensive
understanding and appreciation of
the womans perspective and the
midwifery support that can be
provided.

CATEGORY
Conclusion

CATEGORY
Discussion
supported by
relevant literature

CATEGORY
Referencing as
per APA 6th
CATEGORY
Academic
Presentation:
legibility, spelling,
grammar, layout
as per
assessment
guidelines

0
No conclusion.

0
No Literature used.

0.5-1

1.5

2-2.5

Attempt at Conclusion
evident only has closing
statements OR summarises
essay content.
Introduces new information
on topic.
0.5-1

Attempt at conclusion evident,


states topic and essay content;
attempts to summarise key
points but vague. Does not
introduce new information.

Provides literature to justify


the selected activity. Quality
of literature is poor (does not
meet requirements).

Applies the literature attempts


to use it to support/justify activity.
Quality of literature is
reasonable: (Meets
requirements).

0.5-1

1.5

1.5

Conclusion evident, with some


closure through stating topic and
giving summary of some of the
essays key points. Does not
introduce new information.
2-2.5
Applies the literature uses the
literature to support discussion.
Quality of literature is good: recent
and Majority evidence based.

2-2.5

APA 6th not followed.


20+ errors
0

Uses APA 6th, 13-20


errors.
0.5-1.5

Follows APA 6th,

8-12 errors.

Not Presented as per


the assessment
guidelines.
Major mistakes in all
aspects of writing
style, grammar,
punctuation, spelling
and appearance.

Numerous errors in
presentation as per the
assessment guidelines.
Mistakes in writing style
(unclear sentences and
meaning), grammar,
punctuation, poor spelling
and appearance.

Some errors in presentation as


per the assessment guidelines.
Some mistakes in writing style,
grammar, punctuation, and
spelling.

2-2.5

Follows APA 6th, 2-8 errors.

3
Conclusion brings closure to the
essay, is clear, concise and sums up
points discussed in the essay.
Provides a final perspective on the
topic. Does not introduce new
information.
3
Applies the literature and uses it to
support activity with critical
application and discussion evident
Quality of literature is excellent.

3
Follows APA 6th, 0-2 errors.

3-3.5

Minor errors in presentation as per


the assessment guidelines. Minor
errors in writing style, grammar,
punctuation, spelling.

Presented as per the assessment


guidelines. NO errors in writing style,
grammar, punctuation, spelling.

10

Assessment Task 3: Completion of chapters 2 & 3 of the online learning program K2

Aligned subject
learning outcomes

apply primary health care principles and the philosophy of woman centred, value based care
(Page, 2000) to women and families experiencing a perinatal challenge;
analyse and critique Berg's (2005) model of 'genuine caring' in relation to caring for women and
families experiencing a perinatal challenge in the pregnancy continuum;
provide safe and appropriate midwifery care to all women and families experiencing a perinatal
challenge in the pregnancy continuum;
describe the pathophysiological processes involved in a perinatal challenge in the pregnancy
continuum;
demonstrate the appropriate midwifery knowledge and midwifery skills midwives require to
support women and their families, experiencing a perinatal challenge.

Aligned professional
standards/
competencies

Competencies 3 - 6, 14

Group or individual

Individual

Weighting

Satisfactory/Unsatisfactory

Due date

Sunday 23rd October


3000 words [word counts 10% below or above the required word limit will be penalised by 10%
deduction of the marks available. The word count must be accurately stated at the end of the concluding
paragraph. Every printed element between spaces is to be counted including quotations and in-text
references (but not including Reference list or Appendices)].

Word length

ASSESSMENT TASK 3: DESCRIPTION


K2 is a web based eLearning system that provides comprehensive training in the assessment of fetal status during
labour. The system is accessible from your home or hospital, day or night; maximising free time, and at a fraction of
the cost of lecture based training. You need to complete the two following chapters:
Chapter 2: Cardiotocograph Chapter - CTG interpretation and labour management.
Topics include: the purpose of monitoring, recognising the basic features of the CTG, abnormal CTG and what to do,
appropriate fetal blood sampling and labour management.
Chapter 3: Assessment Tool.
This chapter has 25 questions in which to assess how well you have learnt the Acid-Base Chapter and the
Cardiotocograph Chapter. You need to achieve at least 80% to gain a Satisfactory mark. The assessment tool scores
you +1 for every correct answer and -1 for every incorrect answer. So, if you achieved the minimum of 80% your
mark will be 15, as you gained 20 for correct answers and lost 5 for the incorrect answers. You can retake this chapter
as often as you need to achieve this mark. When you get your mark, the assessment tool will highlight the sections
you need to review to improve your knowledge and greater success at the assessment tool.
ASSESSMENT TASK 3: SUBMISSION REQUIREMENTS
On completion of the CTG chapter, you will be emailed a certificate. Email this to the subject coordinator. There is
no certificate with the Assessment tool. The subject coordinator will access the K2 eLearning system to identify if the
assessment tool has been completed to a satisfactory level. Both chapters need to be completed by the due date.

11

Assessment Task 4: Examination

Aligned subject
learning outcomes

apply primary health care principles and the philosophy of woman centred, value based care
(Page, 2000) to women and families experiencing a perinatal challenge;
analyse and critique Berg's (2005) model of 'genuine caring' in relation to caring for women and
families experiencing a perinatal challenge in the pregnancy continuum;
provide safe and appropriate midwifery care to all women and families experiencing a perinatal
challenge in the pregnancy continuum;
describe the pathophysiological processes involved in a perinatal challenge in the pregnancy
continuum;
demonstrate the appropriate midwifery knowledge and midwifery skills midwives require to
support women and their families, experiencing a perinatal challenge.

Aligned professional
standards/
competencies

Competencies 1 - 14

Weighting

40%

Date

In examination period

Duration

2 hours

see Special Consideration, Supplementary, Deferred and Special Examinations Requirements


<www.jcu.edu.au/policy/student-services/special-consideration,-supplementary,-deferred-and-special-examinations-policy>

ASSESSMENT TASK 4: EXAMINATION DESCRIPTION


The examination will be of two (2) hours duration and will consist of a mix of multiple choice and short answer
questions. It will cover the most important aspects of the subjects content.
ASSESSMENT TASK 4: EXAMINATION CRITERIA
The pass mark for the exam is 50% and it is a required that you achieve this grade to pass the subject. Students can
review their exam script following the exam and a marking guide will be used to explain how the mark the calculated.
The draft examination timetable is released by the Examination and Ceremonies Section approximately five weeks
prior to the commencement of exams online via StudentsOnline, with the final examination timetable (including the
date and time for the exam, materials permitted, etc.) released approximately four weeks prior to the commencement
of exams. Please note that photographic ID is required to be presented at the exam.
The conditions under which you may apply for a Deferred Examination (held in Jan/Feb 2017) are very strict so you
should ensure that you are available during the exam period. Before applying, check that you have grounds and
evidence to be eligible. You must provide supporting documentation with your application. For more information
about Examination procedures please refer to the JCU Assessment and Examinations website.
Students wishing to review their exam script following the exam please contact the Subject Coordinator after the
grades are released.
Scheduling External Examinations
Examination scheduling for external students is managed by JCU Examinations. JCU Examinations will nominate
the exam venue for the external student based on their address in eStudent (therefore it is important for external
students to keep their address details up-to-date). If Exams are unable to source a venue at that location, they will
contact the student via JCU email to nominate a suitable facility. If the nominated venue is not suitable; for example,
if the student has moved location and has not updated eStudent, the student will need to advise Exams and an
alternative venue identified by one of the two means above.
For all examination enquiries please contact the Flexible Delivery Exams Officer, JCU Examinations, phone (07)
4781 6212 or email Exams-Townsville@jcu.edu.au

12

Section 4. Other information about assessment and student support


4.1 Submission and return of assessment
Assessment Criteria
Assessment of your assignments will take into account:

relevance of your answer to the question or issues


clarity of expression
evidence of independent thinking
use of non-discriminatory language
use of supporting references
comprehensive coverage
overall presentation, including correct grammar, spelling and punctuation.

In marking your assignments, key criteria as appropriate will be assessed, therefore read your assignment
requirements and marking criteria carefully.
Please note that academic staff does not take responsibility for lost assignments. It is the students responsibility to
retain a copy of assignments and SafeAssign reports for resubmission if needed. This applies to professional
experience placement assignments/paperwork as well. Do not rely solely on the file within your home computer
either. Always make a copy to cloud storage, an external CD or USB (memory stick). The hard drive in computers
can fail, destroying all your hard work.
Drafts
One draft only per assignment will be accepted for review by the Subject Coordinator. A draft is generally either a
BRIEF (maximum of one page) outline of the proposed paper or a plan of the paper. It is not the completed
assignment. General feedback will be given to indicate whether the student is on the right track in relation to
answering the assignment question. No grammar, spelling or referencing errors will be corrected with drafts.
Referencing
Nursing, Midwifery and Nutrition students are required to use the APA Style of referencing. The library has created
a Referencing for Nursing and Midwifery Students Guide which contains an interactive workbook, videos and quizzes.
The importance of accurate referencing within all assessments cannot be overstated, and is treated very seriously
by the university. Whether by ignorance, laziness or deliberate intent, plagiarism will not be tolerated in Nursing,
Midwifery & Nutrition. Students who do not adhere to the APA referencing style, and subsequently fail to correctly
acknowledge all sources utilised within a piece of assessment, may be at risk of plagiarism, and thus academic
misconduct. All such incidents will be investigated as per the guidelines below. All students are strongly encouraged
to familiarise themselves with the Student Academic Misconduct Requirements Policy.
Presentation
In preparing your assignment the following criteria apply:

size A4 white document


font face easily readable (e.g. CalibriTimes New Roman or Arial)
font size 12
double-spaced line-spacing including reference list
page number and JCU Student ID number should be included in footer on each page
set page margins of 3cm (left, right, top & bottom)
word count (including in-text referencing but excluding reference list or any appendices) must be stated
following the conclusion of your assignment

Finishing the Assignment

Proofing: it is essential that an assignment be edited and proof-read prior to submission.


Word limit: keep to the word limit - word counts 10% below or above the required word limit will be penalised
by 10% deduction of the marks available. The word count must be accurately stated at the end of the
concluding paragraph. Every printed element between spaces is to be counted including quotations and intext references (but not including Reference list or Appendices).
Spelling: many nursing and midwifery textbooks, journals, and nursing and midwifery dictionaries are
published in North America and therefore, spelling differences will occur. Consult the Oxford (English)
Dictionary and maintain consistency of spelling.
Abbreviations: it is acceptable to use an abbreviation, provided that the first time it is used, the complete
words are spelled out followed by the abbreviation in brackets. Subsequently, only the abbreviation is used,
13

e.g. diagnostic related groups [DRGs]. Conventional medical abbreviations (See ACSQHC (2011) National
abbreviations and terminology), e.g. tds or ml. may be used provided they are correct and acceptable.
Preparing Document for Online Submission
When preparing the final document for submission saved in Word format, students should pay particular attention to
the filename. The filename must include student name, subject code and assignment number, e.g.
Smith_John_NS7890_A1.docx. In lieu of an assignment cover sheet, students will be required to include a title page
as the first page of their submission that includes the same details that are required on the cover sheet. The title
page must include:

Student name
Student number
Subject code
Assignment title
Assignment due date
Submission date (this will also be apparent on the electronic submission record in LearnJCU)
Subject coordinator

SafeAssign Reports
SafeAssign is a plagiarism detection tool within LearnJCU. This is the program that allows students to submit
assignments as electronic documents and compares the content with assignments submitted by other students at
JCU and over 2.5 billion other documents on the internet. A report is generated identifying segments of matching
text, and the quantity matched, and this allows both the student and the Subject Coordinator to check the submitted
assignment against the original identified sources. (Please log on to the subject sites on LearnJCU for detailed
instructions for processing assignments through SafeAssign). This report is not considered uncontested
evidence of plagiarism; rather, it is a means of providing students with feedback on academic writing. Such feedback
provides an opportunity for students to develop the knowledge and skills needed to approach assignments with
academic integrity. You should check your report from submission to the DRAFT dropbox, prior to submission to the
FINAL dropbox, as this will help you to identify areas of plagiarism or areas that have not been accurately referenced
within your assignment and rectify them prior to your final submission.
Online Submission
Students must submit final assignments including the reference list through SafeAssign by the due date to
the FINAL dropbox. Students are responsible and must ensure the upload is successful and save a copy of the
SafeAssign report for their own records. The date and time of online submission is recorded by LearnJCU, being
the equivalent to a date stamp on a hard copy submission. If there is any discrepancy in the submission dates,
late marks will be deducted from the LATEST submission lodged, whether through FINAL dropbox or by
hard copy. If the SafeAssign submission is not received at all in the FINAL dropbox, the assignment is considered
incomplete and thus the students marked assignment will not be returned, and the student will receive a fail grade
for the subject. If system-wide technical problems happen to occur with SafeAssign on the due date, then your
Subject Coordinator will advise you by email and/or an announcement on LearnJCU of any necessary alterations to
the above usual processes of assignment submission to Nursing, Midwifery and Nutrition.
Institution Release Statement Student Declaration
As part of the online submission process, the following Institution Release Statement is completed:
1. This assignment is my/our original work and no part has been copied/reproduced from any other persons
work or from any other source, except where acknowledgement has been made (see Learning, Teaching
and Assessment Policy 5.1).
2. This work has not been submitted for any other course/subject (see Learning, Teaching and Assessment
Policy 5.9).
3. This assignment has not been written for me/us.
4. I/We hold a copy of this assignment and can produce a copy if requested.
5. This work may be used for the purposes of moderation and identifying plagiarism.
6. I/We give permission for a copy of this marked assignment to be retained by the College for benchmarking
and course review and accreditation purposes.
Late Submissions
Work is deemed late if submitted after the due date. Any assignment that does not have an approved extension by
the Subject Coordinator will incur a late penalty if submitted after the due date. Five percent (5%) of the marks
available for the assessment item will be deducted per calendar day, including weekends and public
holidays. Assessments submitted more than 14 days after the due date will be accepted and marked by the Subject
Coordinator and feedback will be given to the student, however zero marks will be awarded. If an assignment is
submitted after the due date there is no guarantee that the student will receive the assignment back at the same time
14

as students that submitted by the due date. If the assessment is not received at all the student will receive an X
grade for the subject, and will be required to repeat the subject in its entirety.
Extensions
Extensions for assessment e.g. written assignments, poster presentations, will only be granted where a serious and
unforeseeable event has prevented you from completing the assignment. This includes the delivery of a presentation
during on-campus residential blocks. The following, as foreseeable, are not acceptable reasons for extensions:

computer/printer failure
work commitments including professional experience placement
social commitments
sporting or other community commitments.

An extension request within 48 hours of the due date will only be considered in very serious circumstances. Requests
for extensions after the due date will not usually be granted. To request an extension, students are required to
complete the CHS form for request for extension, late assignment submission, or missed class. If a request for an
extension is granted, the time required will be negotiated with the Subject Coordinator, taking into account the
circumstances leading to the request. The student should attach a copy of the email from the subject coordinator
granting the extension to the assignment when it is submitted. A request for a further extension will not normally be
considered. If a student is granted an extension of more than one week, it may not be possible to complete marking
the assignment for return at the same time as other assignments.
Return of Assignments
An assignments return date, time and manner will be determined by the Subject Coordinator in-line with the JCU
Learning, Teaching and Assessment Policy. Written feedback will be given, and students can discuss their
assignments with the marker if further feedback is needed.
Review of Assessment
Requests for review of assessment need to follow the JCU Review of Assessment and Access to Examination Scripts
and Materials Procedure.
Publication of results
Subject results are available via eStudent on the official release date of results (approximately three weeks after the
end of study period). NOTE: Students who have outstanding assessment items, an outstanding University debt (for
library fines, student loans, fees etc) or who have not shown photographic identification for an examination will have
their results withheld and are unable to graduate or re-enrol until outstanding requirements are met.

4.2 Plagiarism and referencing


Plagiarism occurs when writers claim ownership of written words or ideas that are not their own. Plagiarism is
a form of cheating and any instances of plagiarism will be dealt with promptly according to University procedures.
Please see the JCU Student Academic Misconduct Requirements Policy

www.jcu.edu.au/policy/student-services/student-academic-misconduct-requirements-policy

Also see the definition of self plagiarism in the JCU Learning, Teaching and Assessment Policy and note policy
statement 5.9 in regard to submission of ones own work that has been previously submitted for assessment and
received a grade www.jcu.edu.au/policy/learning-and-teaching/learning-teaching-and-assessment-policy
Referencing is a systematic way of acknowledging the sources that you have used. Students should check out the
very helpful online resources relating to academic writing, referencing and avoiding plagiarism at:

The Learning Centre https://www.jcu.edu.au/students/learning-centre


Summarising, Paraphrasing & Avoiding Plagiarism is a very useful guide).

The Referencing Libguide http://libguides.jcu.edu.au/referencing

What is Plagiarism? www.jcu.edu.au/students/exams-and-results/what-is-plagiarism

(In

particular,

the

booklet

4.3 Important advice relating to examinations


If you experience difficulties or serious circumstances before or up to the day of your exam, which you believe
may affect your ability to sit the exam successfully or perform at your best, you can apply for special consideration
in the marking of your exam. Please see the JCU Special Consideration, Supplementary, Deferred and Special
Examinations Requirements
15

www.jcu.edu.au/policy/student-services/special-consideration,-supplementary,-deferred-and-specialexaminations-policy

If you are unable to attend an exam at the scheduled time due to extenuating circumstances/circumstances beyond
your control, you may apply for a deferred exam. Deferred exams are granted in exceptional circumstances such
as severe medical conditions or family or personal trauma. For further information, visit

www.jcu.edu.au/students/exams-and-results

4.4 Student support


James Cook University is committed to ensuring people with disabilities, injuries, illnesses or health conditions are
able to participate to the fullest possible extent in the educational programs offered by the University and all other
aspects of University life. Students with disabilities, injuries, illnesses or health conditions, who require special
arrangements or consideration, should contact AccessAbility Services (see table below).
Support team

Location

Phone

Email

Office times

JCU Student Centre (Townsville)

134

4781 5255

enquiries@jcu.edu.au

9.00am 4.45pm

JCU Student Centre (Cairns)

A1

4232 1000

enquiries@jcu.edu.au

9.00am 4.45pm

CHS Academic Services (Townsville)

43.005

4781 4121

chs@jcu.edu.au

8.30am 4.30pm

CHS Academic Services (Cairns)

A2.019

4232 1746

chs@jcu.edu.au

8.30am 4.30pm

If you want further information regarding:

Visit the URL

AccessAbility Services

www.jcu.edu.au/accessability-services

Accommodation

www.jcu.edu.au/accommodation

Careers and employment

www.jcu.edu.au/careers-and-employment

Childcare

www.jcu.edu.au/students/support/childcare-and-schooling

Counselling

www.jcu.edu.au/counselling

Enrolment

www.jcu.edu.au/students/enrolment

Feedback and complaints

www.jcu.edu.au/students/feedback-and-complaints

Fees and financial support

www.jcu.edu.au/students/fees-and-financial-support

Inclusion and engagement

www.jcu.edu.au/inclusion-and-engagement

Indigenous student support

www.jcu.edu.au/australian-aboriginal-and-torres-strait-islanderinformation/student-support

Information for current students

www.jcu.edu.au/students

International student support

www.jcu.edu.au/international-students

Learning skills/ Language support

www.jcu.edu.au/students/learning-centre

Library and computing services

www.jcu.edu.au/library

Librarians Liaison

www.jcu.edu.au/library/about/library-contact-details/liaisonlibrarian-discipline-responsibilities

Off-campus students

www.jcu.edu.au/off-campus-students

Responsibilities and rights

www.jcu.edu.au/students/support/student-support

Review of Assessment and Student Access


to Scripts and Materials Policy

www.jcu.edu.au/policy/student-services/review-of-assessmentand-student-access-to-scripts-and-materials-policy

Special Consideration, Supplementary,


Deferred and Special Examinations
Requirements

www.jcu.edu.au/policy/student-services/special-consideration,supplementary,-deferred-and-special-examinations-policy

16

Student Academic Misconduct Requirements

www.jcu.edu.au/policy/student-services/student-academicmisconduct-requirements-policy

Student Policies

www.jcu.edu.au/policy/student-services

Student Association

www.jcusa.edu.au/

17

Section 5. Subject calendar

Week/ Date

Subject activity

Readings /
Preparation

Relationship to Assessment

25-Jul-16

MODULE 1: Challenges in the Antenatal Period


1.1 Hyperemesis Gravidarum
1.2 Anaemia

Textbook and
Module 1 readings

Teaching materials and resources provide information for


Assessments 1, 2, 3 & 4

01-Aug-16

1.3 Hypertensive Disorders


1.4 - Endocrine Disorders
1.5 Antepartum Haemorrhage

Textbook and
Module 1 readings

Teaching materials and resources provide information for


Assessments 1, 2, 3 & 4

08-Aug-16

1.6 Abnormal Cardiotocograph


1.7 Post-dates Pregnancy

Textbook and
Module 1 readings
Webinar

Teaching materials and resources provide information for


Assessments 1, 2, 3 & 4
Assessment Task 1 Wiki Module 1 due Sunday 14th
August

15-Aug-16

MODULE 2: Challenges in the Perinatal Period (A)


2.1 Preterm Rupture of Membranes
2.2 Preterm Labour

Textbook and
Module 2 readings

Teaching materials and resources provide information for


Assessments 1, 2, 3 & 4

22-Aug-16

2.3 Malpresentation
2.4 Cord Presentation/Prolapse
2.5 Induction of Labour Pre/Post Dates

Textbook and
Module 2 readings

Teaching materials and resources provide information for


Assessments 1, 2, 3 & 4

29-Aug-16

2.6 Labour Dystocia


2.7 Abnormal Cardiotocograph in Labour

Textbook and
Module 2 readings
Webinar

Teaching materials and resources provide information for


Assessments 1, 2, 3 & 4
Assessment Task 1 Module 2 due Sunday 4th
September

05-Sep-16

MODULE 3: Challenges in the Perinatal Period (B)


3.1 Precipitate Birth
3.2 Shoulder Dystocia

Textbook and
Module 3 readings

Teaching materials and resources provide information for


Assessments 2 & 4

12-Sep-16

3.3 Assisted or Operative Birth


3.4 Retained Products/Placenta
3.5 Perineal trauma

Textbook and
Module 3 readings
Webinar

Teaching materials and resources provide information for


Assessments 2 & 4

19-Sep-16

3.6 Postpartum Haemorrhage


3.7 Neonatal Resuscitation

Textbook and
Module 3 readings

Teaching materials and resources provide information for


Assessments 2 & 4

26-Sep-16

LECTURE RECESS

18

Week/ Date

Subject activity

Readings /
Preparation

Relationship to Assessment

03-Oct-16

MODULE 4: Challenges in the Postnatal Period


4.1 Haemodynamic Challenges Anaemia
4.2 Breastfeeding challenges

Textbook and
Module 4 readings

Teaching materials and resources provide information for


Assessments 2 & 4

11

10-Oct-16

4.3 Altered Physiology: Pelvic Floor Dysfunction, Postpartum Pain


4.4 Complications with the Neonate: Birth Injuries, Infants Born to a
Woman with Diet-Controlled Gestational Diabetes, Neonatal
Jaundice

Textbook and
Module 4 readings

Teaching materials and resources provide information for


Assessments 2 & 4
Assessment Task 2 Case Study due Sunday 16th
October

12

17-Oct-16

13

24-Oct-16

10

Webinar

Webinar provides information for Assessments 4

Assessment Task 3 Ch 2 & 3 of K2 Fetal Monitoring


due Sunday 30th October

31-Oct-16

STUDY VACATION [Examinations may commence on Saturday 5 November]

07-Nov-16

EXAMINATION PERIOD

14-Nov-16

EXAMINATION PERIOD

21-Oct-16

VACATION

Please note that the sequence of some topics may change due to availability of staff, resources or due to unforeseen circumstances.

19