Professional Orientation (Midwifery) (11294.2)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | Hybrid |
Bruce, Canberra |
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Health |
| Discipline | Study level | HECS Bands |
| Discipline Of Midwifery | Level 1 - Undergraduate Introductory Unit | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
Learning outcomes
On successful completion of this unit, students will be able to:1. Identify the personal skills, capabilities and knowledge necessary to meet the NMBA Standards for Practice;
2. Map out their academic and professional trajectories over the next five years in an ePortfolio;
3. Analyse, understand and discuss core professional issues in midwifery;
4. Demonstrate the literacies and skills required to produce quality academic work; and
5. Describe the range of professional roles in health and health-related settings.
Graduate attributes
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills1. UC graduates are professional - communicate effectively
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - evaluate and adopt new technology
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - use Indigenous histories and traditional ecological knowledge to develop and augment understanding of their discipline
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - communicate and engage with Indigenous Australians in ethical and culturally respectful ways
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - apply their knowledge to working with Indigenous Australians in socially just ways
Prerequisites
None.Corequisites
Enrolment in HLB001 Bachelor of Midwifery.Incompatible units
None.Equivalent units
None.Assumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2025 | Bruce, Canberra | Semester 1 | 03 February 2025 | Hybrid | Mrs Noelyn Perriman |
| 2026 | Bruce, Canberra | Semester 1 | 16 February 2026 | Hybrid | Mrs Noelyn Perriman |
Required texts
| Recommended Text Pairman, S., Tracey, S., Dahlen, H., & Dixon, L. (Eds.). (2023). Midwifery Preparation for Practice (5th ed.). Elsevier. Additional resources and references Books Bailey, S. (2021). Academic Writing for University Students. Routledge, Taylor & Francis Group. Byrom, S., & Downe, S. (Eds.). (2015). The Roar Behind the Silence: Why Kindness, Compassion and Respect Matter in Maternity Care. Pinter & Martin. Catling, C., Cummins, A., & Hogan, R. (2021). Stories in Midwifery: Reflection, Inquiry, Action. Elsevier. Crowther, S., & Hall, J. (2017). Spirituality and Childbirth: Meaning and Care at the Start of Life. Routledge. Davies, L., Daellenbach, R., & Kensington, M. (2011). Sustainability, midwifery, and birth. Routledge. Fahy, K., Foureur, M., & Hastie, C. (2008). Birth territory and midwifery guardianship: Theory for practice, education and research. Elsevier. McDonald, F., & Then, S.-N. (2019). Ethics, Law and Health Care: A guide for nurses and midwives (2nd ed.). Bloomsbury Academic. Mittelmark, M. B., Bauer, G. F., Vaandrager, L., Pelikan, J. M., Sagy, S., Eriksson, M., Lindström, B., & Meier Magistretti, C. (Eds.). (2022). The Handbook of Salutogenesis. Springer Nature. https://doi.org/10.1007/978-3-030-79515-3 Palmer, G. (2016). Why the Politics of Breastfeeding Matter. Pinter & Martin. |
Websites
| Australian Institute of Health and Welfare. (2025). Australia's mothers and babies. Australian Institute of Health and Welfare. https://www.aihw.gov.au/reports/mothers-babies/australias-mothers-babies/contents/about International Confederation of Midwives. (2014). International Code of Ethics for Midwives. https://www.internationalmidwives.org/our-work/policy-and-practice/international-code-of-ethics-for-midwives.html Nursing and Midwifery Board of Australia. (2018). Midwife Standards for Practice. https://www.nursingmidwiferyboard.gov.au/codes-guidelines-statements/professional-standards/midwife-standards-for-practice.aspx Nursing and Midwifery Board of Australia. (2025). Code of Conduct for Midwives. https://www.nursingmidwiferyboard.gov.au/codes-guidelines-statements/professional-standards.aspx |
Submission of assessment items
Extensions & Late submissions
Assessment
A formative assessment will evaluate how students are learning material throughout the unit, a summative assessment will evaluate how much a student has learnt throughout a unit. Formative assessments generally take place during the unit. Summative assessments are the final evaluation, requiring critical thinking and reflecting to evaluate long-term information retention.
Artificial intelligence
Students are not permitted to use generative artificial intelligence (GenAI) in assessments for this unit.
GenAI may only be used in authorised ways when completing assessments at UC. This means that GenAI can only be used for an assessment when:
- the Unit Convener has authorised GenAI use for that assessment
- the student uses GenAI in the way that the assessment instructions allow
- the student fully acknowledges their use of GenAI, with proper citations, references and a GenAI Acknowledgement Statement in line with the assessment instructions.
Where the assessment instructions do not specifically state that GenAI may be used and how, then its use is not permitted for that assessment. Students must still provide the required GenAI Acknowledgement Statement to indicate whether GenAI has or has not been used in the preparation of the assessment. If unsure, students should seek advice from the Unit Convener.
The GenAI for StudentsLinks to an external site. Library Guide provides further information, including how to reference GenAI.
General guidelines for a written paper (if requested):
- Presentation: The paper should be submitted in a word document, with 1.5 line spacing and a normal (2.5 cm) margin on all sides. Pages should be numbered
- Structure: Academic writing style must be maintained throughout the assessments. There are many texts available about organising and presenting papers in the library and online.
- Clarity and Expression: Concepts should be discussed clearly and concisely. Assessments must demonstrate correct grammatical expression and spelling. Poor grammar obscures meaning. It is very useful to ask someone else to proof read your submission to eliminate errors.
- Referencing requirements: Students must use the APA method of referencing throughout their assessments. The following useful resource on referencing is available at: https://canberra.libguides.com/referencing
Returning assessments and feedback to students:
- Assessments will be returned electronically via the unit's Canvas site with feedback attached.
Special assessment requirements
A formative assessment will evaluate how students are learning material throughout the unit, a summative assessment will evaluate how much a student has learnt throughout a unit. Formative assessments generally take place during the unit. Summative assessments are the final evaluation, requiring critical thinking and reflecting to evaluate long-term information retention.
Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Inclusion and engagement
It is strongly recommended that students who need assistance in undertaking the unit because of disability or an ongoing health condition register with the Inclusion and Engagement Office as soon as possible so that reasonable adjustment arrangements can be made.
Participation requirements
Attendance at classes is not compulsory in this course, as per the Bachelor of Midwifery curriculum approved by the Nursing and Midwifery Board of Australia in 2018. Teaching sessions for 2025 will be delivered in real-time. However, for those students who are unable to attend, we will record the session, so that you will be able to review in your own time.
Required IT skills
Students are required to have the skills to use and complete the requirements of documenting their practice using our on-line Midwifery Practice Portfolio 'DAISY M'.
In-unit costs
You do not have to purchase texts for this unit but as busy students who are also involved in midwifery practice, you may find it most useful to do so. Texts recommended for the unit will be used throughout the Bachelor of Midwifery course.
Work placement, internships or practicums
None
Additional information
Midwifery is a complex course because of both the theory and practice requirements, so please do not remain quiet if you are worried. The Unit Convenor and the Course Convenor are here to help you. We want you to become useful and connected midwives by learning in a supported environment, so please let us know if you feel quite challenged. Most things can be sorted out quickly and easily if we know. We will also help with more complex issues. Announcements made at seminars are deemed to be made to the whole group. Important announcements will be repeated on the unit website. Please check the Professional Orientation (Midwifery) Canvas site and your e-mail for messages at least weekly.
| Makeup shifts All students please be aware that if you are falling behind in your birth catches, there will be plenty of opportunities to do makeup shifts as we are working closely with the ACT Clinical Placement Office. If you are in NSW and need to do make up shifts, please notify Sophie Wrigley (Midwifery Practice Coordinator) if you are falling behind in your catches. Professional boundaries Midwifery students need debriefing about many experiences that occur during the Bachelor of Midwifery course, particularly in the clinical areas. Midwifery students are able to ring the university lecturers, staff, and the practising support midwives to receive this debriefing. As a midwifery student, unless it is an urgent phone call that is needed, students should refrain from approaching the above staff out of hours, which includes texting. We understand that as a midwifery student, you may also approach the clinical midwife that you are working with, but also be cognisant about doing this within working hours for these midwives as well. We provide our mobile phone numbers for a very good reason, for those circumstances that need addressing immediately. For those matters that could be addressed during the work hours, please be respectful of the staff's availability at that time. When following your COC women on the pregnancy journey, ensure that you do not have a conflict of interest with this woman. An example of a conflict of interest is that you are her friend, or a family member. This ensures that you have a professional relationship with the woman and reduces the chance of you working outside your scope of practice as a midwifery student. Requests for flexibility
Missing more than two weeks of PEP
The Midwifery Practice Room (10A02) and Midwifery Simulation Space is available for students for private study, group work and practising skills/tasks when it is not in use for timetabled classes |
