Course Outline
MID708 Care of the unwell neonate
Course Coordinator:Elaine Jefford (ejefford@usc.edu.au) School:School of Health - Midwifery
2027Session 2
Online |
Online | You can do this course without coming onto campus, unless your program has specified a mandatory onsite requirement. |
Please go to unisc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
What is this course about?
Description
This course provides you with the opportunity to critically explore the fetal and neonatal developing complexities during pregnancy, birth and the postnatal period. Diagnostic testing, screening and management will be covered, encompassing a multidisciplinary approach. Pharmacological and non-pharmacological therapeutic approaches that impact upon your midwifery care for the unwell neonate will be explored as well as legal, regulatory, professional frameworks and ethical issues.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Online | |||
| Learning materials – Online asynchronous learning and teaching materials and options for lecturer and peer to peer collaborations, and lecturer and peer zoom drop ins. | 3hrs | Week 1 | 6 times |
| Tutorial/Workshop 1 – Tutorial. | 2hrs | Week 1 | 6 times |
Course Topics
- Neonatal circulation and transition to extra-uterine life.
- Pathophysiology and midwifery care for the unwell neonate including genetic and metabolic or medical disorders.
- Infant nutrition including the mother's role.
- Family-centred, culturally appropriate care that incorporates collaboration with the multidisciplinary team.
- Pharmacological and non-pharmacological therapeutic approaches.
- Diagnostic testing, and screening.
- Legal, regulatory, and professional ethical frameworks in the neonatal care context.
Mature Content
What level is this course?
700 Level (Specialised)
What is the unit value of this course?
6 units
How does this course contribute to my learning?
| Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Nursing and Midwifery Board of Australia | |
| 1 | Analyse the role of the midwife in providing culturally responsive and ethically safe care for the unwell neonate. | Creative and critical thinker |
1.1, 1.2, 1.3, 1.5, 1.7, 2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 3.2, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 5.1, 5.2, 6.3 |
| 2 | Critically examine physiological factors that contribute to normal and altered transition from intrauterine to extra uterine life that can result in an unwell neonate. | Knowledgeable |
1.1, 1.2, 1.3, 2.1, 2.2, 3.3, 3.6, 4.1, 5.1, 6.3 |
| 3 | Discuss pharmacological and non-pharmacological therapeutic approaches used in the care of an unwell neonate. | Knowledgeable |
1.2, 1.3, 3.1, 3.2, 3.3 |
| 4 | Critically examine national and international legal, regulatory, professional, and ethical frameworks as they relate to care of an unwell neonate within a multidisciplinary team. | Creative and critical thinker |
1.1, 1.2, 1.4, 1.5, 1.7, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.6, 7.3 |
| 5 | Apply principles and practice of academic writing, referencing and research. | Knowledgeable |
1.2, 1.4, 1.6, 3.3, 7.3 |
* Competencies by Professional Body
| CODE | COMPETENCY |
| Nursing and Midwifery Board of Australia | |
| 1.1 | The midwife identifies what is important to women as the foundation for using evidence to promote informed decision-making, participation in care, and self-determination |
| 1.2 | The midwife accesses, analyses, and uses the best available evidence, that includes research findings, for safe, quality midwifery practice |
| 1.3 | The midwife uses health assessment and health education to support birth and reproductive health, and minimise the potential for complications |
| 1.4 | The midwife undertakes ongoing processes of reflection to ensure professional judgements acknowledge how personal culture impacts on practice |
| 1.5 | The midwife supports access to maternity care for the woman |
| 1.6 | The midwife supports the development, implementation and evaluation of evidenced-based health initiatives and programs |
| 1.7 | The midwife identifies and promotes the role of midwifery practice and the midwifery profession in influencing better health outcomes for women |
| 2 | Standard 2: Engages in professional relationships and respectful partnerships |
| 2.1 | The midwife supports the choices of the woman, with respect for families and communities in relation to maternity care |
| 2.2 | The midwife partners with women to strengthen women’s capabilities and confidence to care for themselves and their families |
| 2.3 | The midwife practises ethically, with respect for dignity, privacy, confidentiality, equity and justice |
| 2.4 | The midwife practises without the discrimination that may be associated with race, age, disability, sexuality, gender identity, relationship status, power relations and/or social disadvantage |
| 2.5 | The midwife practises cultural safety that is holistic, free of bias and exposes racism |
| 2.6 | The midwife practises in a way that respects that family and community underpin the health of Aboriginal and/or Torres Strait Islander Peoples |
| 2.7 | The midwife develops, maintains and concludes professional relationships in a way that differentiates the boundaries between professional and personal relationships |
| 2.8 | The midwife participates in and/or leads collaborative practice |
| 3.1 | The midwife understands their scope of practice |
| 3.2 | The midwife practises within relevant legal parameters and professional standards, codes and guidelines |
| 3.3 | The midwife participates in own continuing professional development to maintain the required knowledge and skill base for safe and effective practice |
| 3.5 | The midwife engages in timely consultation, referral and documentation |
| 3.6 | The midwife uses relevant processes to identify, document and manage complexity and risk |
| 3.7 | The midwife recognises and responds appropriately where safe and quality practice may be compromised |
| 4.1 | The midwife works in partnership to determine factors that affect, or potentially affect, the health and wellbeing of women, communities and populations |
| 4.2 | The midwife uses assessment techniques to systematically collect relevant and accurate information |
| 4.3 | The midwife analyses information and data and communicates assessments and anticipated outcomes as the basis for midwifery practice |
| 5.1 | The midwife interprets assessment data and best available evidence to develop a plan for practice |
| 5.2 | The midwife collaboratively develops plans until options, priorities, goals, actions, anticipated outcomes and timeframes are agreed with the woman, and/or relevant others |
| 6.3 | The midwife is responsible for consultation and referral and/ or escalation in situations that are outside the individual’s scope of practice |
| 7.3 | The midwife uses evaluation and reflection to inform future practice and professional development |
Am I eligible to enrol in this course?
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Pre-requisites
Enrolled in GD007
Co-requisites
Not applicable
Anti-requisites
Not applicable
Specific assumed prior knowledge and skills (where applicable)
Not applicable
Microcredential Information
Not applicable
How am I going to be assessed?
Grading Scale
Standard Grading (GRD)
| High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Details of early feedback on progress
Students to receive early verbal feedback during tutorial.
Assessment tasks
| Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
| All | 1 | Case Study | Individual | 50% | 1500 |
Week 3 | Online Assignment Submission with plagiarism check |
| All | 2 | Artefact - Creative, and Oral | Individual | 50% | 15 minutes |
Week 6 | Online Assignment Submission with plagiarism check |
| All - Assessment Task 1:Case Study | |||||||||||||||||||
| Goal: | This assignment provides an opportunity to explore the pathophysiology of a complex neonatal condition. |
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| Product: | Case Study | ||||||||||||||||||
| Authorship Statement: | |||||||||||||||||||
| Format: | Further information is provided on Canvas. |
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| Criteria: |
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| Generic Skills: | Communication, Collaboration, Problem solving |
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| All - Assessment Task 2:Narrative | |||||||||||||||||||
| Goal: | This assignment gives you the opportunity to demonstrate critical analysis of the midwife's role. |
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| Product: | Artefact - Creative, and Oral | ||||||||||||||||||
| Authorship Statement: | |||||||||||||||||||
| Format: | Further details will be provided on your course Canvas site. |
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| Criteria: |
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| Generic Skills: | Communication, Collaboration, Problem solving, Information literacy |
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Assessment to competency mapping
| Programme Delivery Mode | Assessment Type | Title | Competency | Teaching Methods |
|---|---|---|---|---|
| Midwife standards for practice - 1 October 2018 | ||||
| All delivery modes | Artefact - Creative, and Oral | Narrative | 1.1 | Taught, Assessed |
| 1.2 | Taught, Assessed | |||
| 1.3 | Taught, Assessed | |||
| 1.4 | Taught, Assessed | |||
| 1.5 | Taught, Assessed | |||
| 1.6 | Taught, Assessed | |||
| 1.7 | Taught, Assessed | |||
| 2.1 | Taught, Assessed | |||
| 2.2 | Taught, Assessed | |||
| 2.3 | Taught, Assessed | |||
| 2.4 | Taught, Assessed | |||
| 2.5 | Taught, Assessed | |||
| 2.6 | Taught, Assessed | |||
| 2.7 | Taught, Assessed | |||
| 2.8 | Taught, Assessed | |||
| 3.1 | Taught, Assessed | |||
| 3.2 | Taught, Assessed | |||
| 3.3 | Taught, Assessed | |||
| 3.5 | Taught, Assessed | |||
| 3.6 | Taught, Assessed | |||
| 3.7 | Taught, Assessed | |||
| 4.1 | Taught, Assessed | |||
| 4.2 | Taught, Assessed | |||
| 4.3 | Taught, Assessed | |||
| 5.1 | Taught, Assessed | |||
| 5.2 | Taught, Assessed | |||
| 6.3 | Taught, Assessed | |||
| 7.3 | Taught, Assessed | |||
| Case Study | Case Study | 1.1 | Taught, Assessed | |
| 1.2 | Taught, Assessed | |||
| 1.3 | Taught, Assessed | |||
| 1.4 | Taught, Assessed | |||
| 1.5 | Taught, Assessed | |||
| 1.6 | Taught, Assessed | |||
| 1.7 | Taught, Assessed | |||
| 2.1 | Taught, Assessed | |||
| 2.2 | Taught, Assessed | |||
| 2.3 | Taught, Assessed | |||
| 2.4 | Taught, Assessed | |||
| 2.5 | Taught, Assessed | |||
| 2.6 | Taught, Assessed | |||
| 2.7 | Taught, Assessed | |||
| 2.8 | Taught, Assessed | |||
| 3.1 | Taught, Assessed | |||
| 3.2 | Taught, Assessed | |||
| 3.3 | Taught, Assessed | |||
| 3.5 | Taught, Assessed | |||
| 3.6 | Taught, Assessed | |||
| 3.7 | Taught, Assessed | |||
| 4.1 | Taught, Assessed | |||
| 4.2 | Taught, Assessed | |||
| 4.3 | Taught, Assessed | |||
| 5.1 | Taught, Assessed | |||
| 5.2 | Taught, Assessed | |||
| 6.3 | Taught, Assessed | |||
| 7.3 | Taught, Assessed | |||
| Aboriginal and Torres Strait Islander Health Curriculum Framework | ||||
| All delivery modes | Case Study | Case Study | 1.1 | Assessed |
| 1.2 | Assessed | |||
| 1.3 | Assessed | |||
| 2.1 | Assessed | |||
| 2.2 | Assessed | |||
| 3.3 | Assessed | |||
| 4.1 | Assessed | |||
| 5.1 | Assessed | |||
| 6.3 | Assessed | |||
Directed study hours
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
What resources do I need to undertake this course?
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Prescribed text(s) or course reader
You need regular access to the resource(s) below. Many texts are available as ebooks through the Library at no additional cost.
| Required? | Author | Year | Title | Edition | Publisher |
| Required | Victoria Kain,Trudi Mannix | 2022 | Neonatal Care for Nurses and Midwives | n/a | Elsevier |
| Required | Roslyn Donnellan - Fernandez,Maryam Bazargan,Clare Davison,Michelle Gray,Kirsten Small | 2024 | Pharmacology in Midwifery | n/a | Elsevier |
Specific requirements
Not applicable
How are risks managed in this course?
What administrative information is relevant to this course?
Assessment: Academic Integrity
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Assessment: Additional Requirements
Eligibility for Supplementary Assessment
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:
(a) The final mark is in the percentage range 47% to 49.4%; and
(b) The course is graded using the Standard Grading scale
Assessment: Submission penalties
Late submissions may be penalised up to and including the following maximum percentage of the assessment task’s identified value, with weekdays and weekends included in the calculation of days late:
(a) One day: deduct 5%;
(b) Two days: deduct 10%;
(c) Three days: deduct 20%;
(d) Four days: deduct 40%;
(e) Five days: deduct 60%;
(f) Six days: deduct 80%;
(g) Seven days: A result of zero is awarded for the assessment task.
The following penalties will apply for a late submission for an online examination:
Less than 15 minutes: No penalty
From 15 minutes to 30 minutes: 20% penalty
More than 30 minutes: 100% penalty
Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
- Assessment: Courses and Coursework Programs
- Review of Assessment and Final Grades
- Supplementary Assessment
- Central Examinations
- Deferred Examinations
- Student Conduct
- Students with a Disability
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
Student Charter
UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.
General Enquiries
For course-specific questions, contact your teaching staff or Course Coordinator.
For other enquiries or to access support, please contact Student Central: