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Bachelor of Midwifery

2019 (ELA 1-3) Practice Portfolio

Guideline

University of South Australia - Bachelor of Midwifery 201 7

University of South Australia - Bachelor of Midwifery 2019

2019 Midwifery Student Portfolio Guidelines 1

Background

The Bachelor of Midwifery at the University of South Australia is accredited by the Australian Nursing

and Midwifery Accreditation Council (ANMAC). To be eligible for APHRA registration, students must fulfil

the minimum practice experiences as outlined in this guideline. Students are required to document their

clinical experiences in an electronic portfolio across the duration of their program to provide evidence

of completion of the minimum clinical requirements. It is important to have read through these

guidelines and have a clear understanding of the minimum, midwifery practice experience

requirements.

2019 is the first year the Bachelor of Midwifery students will be maintaining their portfolios online

through the PebblePad platform. This document relates to the requirements expected. Further

information will be provided to you about using the platform. Staff will be able to access your portfolios,

so they are expected to be maintained contemporaneously.

Aims of the Portfolio

To provide the student with a cumulative record that conveys their individual learning plan, clinical

experiences, reflections and achievements. This portfolio demonstrates the student’s:

• Engagement in the clinical environment, through the documentation of episodes of care that

includes regular written reflection.

• Formal assessment and achievement of the Nursing and Midwifery Board of Australia (NMBA)

Midwife Standards for Practice.

Australian Nursing and Midwifery Accreditation Council Midwife Accreditation Standards, Standard 8

(ANMAC 2014):

ANMAC standard 8 requires:

The inclusion of periods of midwifery practice experience in the program, so students can

complete the following minimum1, supervised midwifery practice experience requirements.2

UniSA Clinical Experience Requirements

Re-entry students

Re-entry students are expected to follow the grid on page 5 in relation to clinical experience numbers,

all other aspects about the experiences listed in this guide apply.

Continuity of care experiences

a. Experience in woman centred care as part of continuity of care experiences. The student is

supported to:

• Establish, maintain and conclude a professional relationship while experiencing continuity

with individual women through pregnancy, labour and birth, and the postnatal period,

regardless of model of care.

• Provide midwifery care within a professional practice setting and under the supervision of a

midwife - in collaborative practice arrangements, supervision by other relevant registered

1 These are minimum requirements. Where possible, it is recommended that students be provided with opportunities to achieve more than this level of experience to help develop their confidence and competence. 2 Minimum practice requirements may be counted more than once. Example: as per individual circumstances, continuity of care experiences may also be counted toward episodes of antenatal and postnatal care, acting as primary accoucheur, providing labour care, caring for women with complex needs or neonatal examination. ANMAC 2014 specifies the engagement of 10 COCE. UniSA requires students to complete a minimum of 15 COCE across the program.



practitioners (for example, medical officer qualified in obstetrics, child health nurse or

physiotherapist) may be appropriate.

• Engage in a minimum of 153 women – engagement involves attending four antenatal visits,

two postnatal visits and for most women, the labour and birth.

• Maintain a record of each engagement incorporating regular reflection and review by the

education or health service provider.

Antenatal care

b. Attendance at 100 antenatal episodes of care.3 This may include women who the student is

following as part of their continuity of care experiences.

Labour and birth care

c. Under the supervision of a midwife, act as the primary accoucheur for 30 women who

experience a spontaneous vaginal birth4, which may include women the student has engaged

with as part of their continuity of care experiences. This also involves:

• providing direct and active care in the first stage of labour, where possible

• managing the third stage of labour, including the student providing care as appropriate if a

manual removal of the placenta is required

• facilitating initial mother and baby interaction, including promotion of skin-to-skin contact

and breastfeeding in accordance with the woman’s wishes or situation

• assessment and monitoring of the mother’s and baby’s adaptation for the first hour post

birth including, where appropriate, consultation, referral and clinical handover.

d. Provide direct and active care to an additional 10 women throughout the first stage of labour

and, where possible, during birth—regardless of mode.

Complex care

e. Experience in caring for 40 women with complex needs across pregnancy, labour, birth or the

postnatal period.5 This may include women the student has engaged with as part of their

continuity of care experiences.

UniSA students are to complete 15 antenatal, 15 intrapartum, 10 postnatal complex episodes

of care.

Postnatal care

f. Attendance at 100 postnatal episodes of care with women and, where possible, their babies.

This may include women the student has engaged with as part of their continuity of care

experiences.

g. Experiences in supporting women to feed their babies and in promoting breastfeeding in

accordance with best-practice principles advocated by the Baby Friendly Health Initiative.6

h. Experiences in women’s health and sexual health.

3 Episodes of care may include multiple episodes of care for the same woman where her care needs have altered. Example: as a result of a natural progression through the antenatal or postnatal periods or due to evolving complex needs. 4 Spontaneous vaginal birth—when a woman gives birth vaginally, unassisted by forceps or vacuum extractor. The labour may or may not be spontaneous. 5 These 40 women may also include women with complex needs who received direct and active care from the student during midwifery practice experiences (a), (b), (c), (d) or (f). 6 The Baby Friendly Health Initiative is underpinned by the ‘Ten Steps to Successful Breastfeeding’ and is supported by the World Health Organisation as an evidence-based initiative to improve the successful establishment of breastfeeding.



i. Experiences in assessing the mother and baby at four to six weeks postpartum in the practice

setting where possible; otherwise by use of simulation.

Neonatal care

j. Experience in undertaking 20 full examinations of a newborn infant.7

k. Experiences in care of the neonate with special care needs.

UniSA Students will be required to document 10 episodes of care.

UniSA Continuity of Care Experiences (COCE) requirements

Continuity of Care Experiences (COCE) means the ongoing midwifery relationship between the student

and the woman from initial contact in early pregnancy through to the weeks immediately after the

woman has given birth. The relationship will ensure continuity of care across the interface between

community and hospital settings. The intention of the COCE is to enable students to experience

continuity with individual women through pregnancy, labour and birth and the postnatal period,

regardless of the availability of midwifery continuity of care models. All COCE women must be registered

with the Clinical Placement Unit within one week of the first meeting for the experience to count

towards the required number of COCE. Students must attend the mandatory orientations for each of

the venues that they are likely to attend as part of their COCE.

The COCE is considered a part of the clinical practice component of the student’s learning. It is expected

that:

• UniSA students will engage in 15 COCE experiences, 5 per year (pro-rata)

• There is regular and ongoing evaluation of each student’s COCE

• Curriculum documents identify effective and ethical recruitment processes that enable women

to participate freely in the COCE

• Students will attend a minimum of four (4) antenatal and two (2) postnatal episodes of care per

woman.

• Students will only engage in a COCE prior to the woman entering her 32nd week of pregnancy

• A COCE will usually involve students engaging with women for an average of 27 hours per

woman across the continuum of care. This is equivalent to 400 hours across the program.

• Re-entry students will complete two (2) COCE experiences

The cumulative record of portfolio requirements sheet must be updated at the completion of each

Experiential Learning Activity (ELA) and submitted. This will be viewed and signed by the Course

Coordinator or tutor marking the portfolio.

Students should refer to the Continuity of Care Guidelines for full information and direction about the

COCE.

Clinical experiences Students are required to meet the following clinical experience requirements in order to successfully complete the program. Students who are experiencing difficulty meeting the requirements must contact their ELA course coordinator in the first instance and may require referral to the Clinical Program Coordinator and/or COC Coordinator.

7 This refers to a full examination of the newborn infant that may be initial or ongoing, undertaken post-birth or during postnatal episodes of care including as part of continuity of care experiences.



Program

requirement

ELA 1 ELA 2 ELA 3 ELA 4 ELA 5

AN Care Antenatal episode of

care

100 15 35 60 80 100

Abdominal palpation 10 3 5 10 10 10

Complex antenatal

care

15 0 4 8 12 15

Intrapartum

Care

Labour and

spontaneous vaginal

birth

30 0 5 10-15 15-20 30

Active care 1st stage 10 0 4 6 8 10

Vaginal examination 10 0 4 6 8 10

Complex intrapartum

care

15 0 4 8 12 15

PN Care Postnatal episode of

care

100 15 35 60 80 100

Complex postpartum

care

10 0 2 4 8 10

NN Care Physical examination

of the newborn

20 4 8 10 15 20

Complex neonatal care 10 0 0 5-8 8-10 10

Continuity of Care

Experiences

Commenced 15 5 8 12 15 15

Completed 2 5 8 12 15

Registered Nurses will undertake the following requirements:

Program

requirement ELA 1 ELA 3 ELA 5

AN Care Antenatal episode of care 100 15 35 100

Abdominal palpation 10 3 5 10

Complex antenatal care 15 0 5 15

Intrapartum

Care

Labour and spontaneous vaginal birth 30 0 5-10 30

Active care 1st stage 10 0 5 10

Vaginal examination 10 0 5 10

Complex intrapartum care 15 0 5 15

PN Care Postnatal episode of care 100 15 35 100

Complex postpartum care 10 0 5 10

NN Care Physical examination of the newborn 20 4 10 20

Complex neonatal care 10 0 5-8 10

Continuity of Care Experiences Commenced

15

5 5-7 15

Completed 2 4-5 15

*Sponsored Pathway students will complete ELA 4 instead of ELA 5



Re-entry students will undertake the following requirements:

Program Requirements

Antenatal Antenatal episode of care 25

Abdominal palpation 5

Complex antenatal care 4

Intrapartum Care

Labour and spontaneous vaginal birth 7

Active care 1st stage labour 2

Vaginal examination 2

Complex intrapartum care 4

Postpartum Care Postnatal episode of care 20

Complex postpartum care 4

Neonatal Care

Physical examination of the newborn 5

Complex neonatal care

2

Continuity of Care Experience 2

Learning tools 3, 10, 13, 14, 18 & 19

Compiling the Portfolio For each ELA the student will be required to complete selected portfolio records through PebblePad (as outlined in the rubric for each ELA). Students are responsible for maintaining their portfolio and are reminded that Clinical Facilitators and midwifery staff can access the portfolio at any time.

Confidentiality Students are required to understand and maintain the confidentially and privacy of information for any woman/family they provide care for in any clinical placement or COCE. All students can access a copy of the International Confederation of Midwives Code of Ethics and Code of conduct for midwives and will be expected to abide by these codes. These are also available at the NMBA website http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx Students are required to de-identify all documentation regarding the women and babies in their portfolio by using pseudonyms.

Planning and Organising the Portfolio To demonstrate achievement of the minimum requirements, the university requires the student to

record each episode of care as an electronic record.

The portfolio provides invaluable information for the midwives/clinicians the student works with during

clinical placement. It will enable them to ascertain the students learning, progress and development

across clinical practice experiences, and to be receptive to and supportive of the student’s strengths and

limitations and identified objectives and strategies for each placement.

For the portfolio to achieve its purpose, the student may like to make it available to the

midwives/clinicians they are working with to enable the midwife/clinician to ascertain the student’s

progress and provide necessary support and experiences accordingly.

Where numbers of experiences are specified, they are set as minimum requirements.

http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx



Students will continue to engage in practice experiences and continue to achieve these experiences

beyond the minimum required until they have shown themselves to be appropriately competent in

knowledge, skills and attitudes as confirmed by their Course Coordinator.

Students are able to keep access to their portfolios for post-graduation and after a period they can access

and continue to use them for a small fee. The student may also want to use the portfolio as part of the

interview process when they apply for a position as a new graduate. In addition, the portfolio is

considered a part of the professional development requirement and determines the student’s/midwife’s

ongoing suitability for practice. All midwives are required to maintain a portfolio to show ongoing

competence and professional development. The student’s efforts in maintaining the portfolio will be

far-reaching and not just consequential for the purpose of the Bachelor of Midwifery program.

Experiential Learning Activities (ELAs)

The Experiential Learning Activities (ELAs) in this program provide the student with opportunities to

develop their professional and clinical skills. The student will be introduced to several women via

scenarios presented throughout the theoretical courses and incorporated into the Horizon Hospital and

Health Service (HHHS) clinical workshops. During each ELA, the student will also participate in pre-clinical

workshops in the school’s HHHS and complete the MIDAC/UniSA Clinical Assessment Tools for Midwifery

Students. Students are expected to successfully undertake an Objective Structured Clinical Activity

(OSCA) in the simulated environment (HHHS) to demonstrate competency and satisfy the requirements

for clinical placement. Any student who receives a fail grade for an OSCA will not be eligible to proceed

to the clinical placement for the associated ELA. However, they will be provided an opportunity for

remediation and reassessment of the OSCA as indicated in the Course Outline.

There are five ELA’s throughout the program as outlined in Table 1:

Table 1: ELA Clinical Experiences

ELA Clinical Experiences

Experiential Learning Activity: Midwifery

Foundation Practicum 1

4 weeks x 5 days per week of mixed experience

(antenatal/postnatal/women’s health)


Practice Development Practicum 2


(antenatal/ postnatal/ intrapartum)


Practice Development Practicum 3


(neonatal/ intrapartum)


Transition Practicum 4


(antenatal/ postnatal/ neonatal/ intrapartum)


Transition Practicum 5


(antenatal/ postnatal/ women’s health/ intrapartum)

Students are required to collect daily feedback from the midwives/clinicians who supervise them while

on clinical placement. There is an expectation that this will be completed by the midwife who is

supervising you throughout the majority of your shift. This form is available through the course

LearnOnline site under the Clinical Experience tab.

MIDAC/UniSA Clinical Assessment Tool



The MIDAC clinical assessment tool (CAT) used throughout the program was originally developed in

Victoria and used as a validated tool to assess midwifery students’ clinical skills as well as their practice

competency. The CAT for midwifery students includes both skills based (learning tools) and the Nursing

and Midwifery Board of Australia (NMBA) standards based clinical assessments.

Learning Tools

The course objectives for each ELA are detailed in the corresponding Portfolio Guidelines, Course

Outline, in addition to the associated assessment requirements. While on clinical placement or through

COCE, the student with be expected to complete CATs for Midwifery Students as outlined in Table 2.

Table 2: Required clinical assessment tools by ELA*

Year Course Clinical assessment tools

1

ELA: Foundation Practicum 1 1, 17, 3, 20 & 21

2

ELA: Midwifery Practice Development 2 2, 5, 6, 8, 9, 25,

ELA: Midwifery Practice Development 3 15, 16, 22, 23 & 26

3

ELA: Midwifery Transition Practicum 4 3, 4, 7, 11, 12 & 24

ELA: Midwifery Transition Practicum 5 3, 10, 13, 14, 18 & 19

*OSCA assessment in bold and underlined

Across the program, the student will be required to show an increased quality of performance as

described by the Bondy Scale (page 9). During the first year of the program, the student will be required

to complete four learning tools, at least once, at an ‘assisted’ level. Across the second year of the

program, the student will be required to complete 10 learning tools, at least once, at a ‘proficient’ level.

In the final year of the program, the student will be expected to complete 12 learning tools and achieve

‘proficient’ or ‘independent’ level. This will be clearly specified in the ELA portfolio course outline.

Learning tools can be assessed during the ELA (practice experience practicums) and/or through COCE.

Table 3:

Rating ELA 1 ELA 2 ELA 3 ELA 4 ELA 5

Independent (I)

3, 10, 13, 14, 18

& 19

Proficient (P) 2, 5, 6, 8, 9, 25, 15, 16, 22, 23 &

26

3, 4, 7, 11, 12 &

24

Assisted (A) 1, 17, 3, 20 & 21

Supported (S)



Dependent (D)

Note: In addition to the ELAs, 400 clinical hours over the program have been allocated to undertake the

Continuity of Care Experience (COCE). Students are encouraged to complete the associated CATs while

undertaking COCE.

The CATs need to be assessed by a midwife or Clinical Facilitator while on placement. It is expected that

students will attain a minimum rating for each learning tool assessment in order to pass

(see Table 4 Bondy scale). Any student who does not achieve the minimum rating for the specific skill

will require reassessment. This will be undertaken in consultation with the student, Clinical Facilitator

and academic staff responsible for the course.

Table 4: Bondy scale

Scale label Professional standards Quality of performance Assistance

required

Independent

(I)

Safe and accurate

Effective each time

Appropriate behaviour and

demeanour each time

Proficient, coordinated,

confident, occasional

expenditure of excess energy

within an expedient time frame

Without

supporting cues

Proficient (P)

Safe and accurate

Effective each time


demeanour each time

Efficient, coordinated, confident

Some expenditure of excess

energy within a reasonable time

frame

Occasional

supportive cues

Assisted (A)

Safe and accurate

Effective most of the time

Appropriate behaviour

and demeanour most of

the time

Skilful in parts of behaviour

Inefficiency and lacking

coordination

Expends excess energy within a

delayed time frame

Frequent verbal

and occasional

physical directive

cues in addition

to supportive

cues

Supported (S)

Safe but not alone Performs at risk

Accurate not always Effective occasionally


demeanour occasionally

Unskilled, inefficient,

considerable expenditure of

excess energy Prolonged time

period

Continuous verbal and

frequent

physical cues

Dependent

(D)

Unsafe

Unable to demonstrate

behaviour

Unable to demonstrate

procedure/behaviour Lacks

confidence, coordination,

efficiency

Continuous verbal

and physical cues



Midwife Standards Assessment

The student will be required to engage in the Standards Assessment Component of the MIDAC/UniSA

CAT for each area of experience in the ELA.

For example, if the student has 2 weeks postnatal, they will need a standards assessment completed.

Then if the next two weeks of placement are intrapartum, the student will need another standards

assessment completed. Both standard assessments will be submitted with the portfolio.

The Clinical Facilitator assigned to the student for the associated ELA will be responsible for undertaking

this assessment. An interim formative assessment may be undertaken if deficits are identified within the

first week. Table 5 outlines the minimum overall pass grade for each of the ELAs.

Table 5

ELA 1 ELA 2 & 3 ELA 4 ELA 5

Independent (I) Pass grade Pass grade Pass grade Pass grade

Proficient (P) Pass grade Pass grade Pass grade Pass grade

Assisted (A) Pass grade Fail grade Fail grade Fail grade

Supported (S) Fail grade Fail grade Fail grade Fail grade

Dependent (D) Fail grade Fail grade Fail grade Fail grade

Students who do not achieve a pass grade for the Standards Assessment will be required to undertake a

clinical challenge. Upon successful completion of the clinical challenge, students will be able to continue

the clinical placement and undertake a final summative assessment. Students who do not achieve a pass

grade for the final summative assessment will not pass the ELA course. This may impact on their

progression through the program. Students may only have one clinical challenge per ELA.

If at any time a student’s performance is unsafe, they will be removed from placement as outlined in

Assessment Policies and Procedures Manual (2019). Some students will not be provided the opportunity

to undertake a Clinical Challenge and will fail the course. Each case is reviewed individually with the

Course Coordinator and/or Program Coordinator/Director.

Please note: The CAT and Standards Assessment must all be fully completed with verifying signatures

for the specific ELA. When the assessment is signed by the clinician it locks the document from further

editing. Unsigned documents will not be accepted. If the student is having difficulty completing the

tools, they should speak with their Clinical Facilitator.

Supervision requirements First year students must be under direct supervision at all times.

Direct supervision is when the supervisor takes direct and principal responsibility for the midwifery care provided (e.g. assessment and/or treatment of an individual woman). The supervisor must be physically present at the workplace, and supervision must include observation of the supervisee when they are providing care (NMBA 2015).

Indirect supervision is when the supervisor is easily contactable and available to observe and discuss

the midwifery care the supervisee is delivering.



Supervision for intimate physical assessments

All midwifery students, regardless of their level of training, are to be under the direct supervision of a

registered health professional (i.e. midwife or medical practitioner) whenever they are undertaking

intimate physical assessments and/or examinations.

Midwifery students are involved in the provision of care to women and this often involves intimate

examinations. Intimate examinations are a routine aspect of midwifery practice involving breast,

abdominal and genital examinations.

These include but are not limited to, episodes of care relating to;

• abdominal assessment,

• breastfeeding assistance (including breast expression),

• sanitary pad checks,

• vaginal examinations,

• speculum examinations,

• rectal examinations,

• birth.

Students must remember that these examinations and situations are not routine for the woman.

Women can feel fearful, anxious and vulnerable during physical examination and some women may

find these procedures particularly intrusive and upsetting (Old 2014). In spite of this, most women still

trust their health professional to examine them when they are at their most vulnerable.

Childhood sexual abuse (CSA) is a common occurrence with an estimated 12-20% of children affected

worldwide (Logiudice 2016). This can have significant implications for women when experiencing

pregnancy and birth. Any physical examination for CSA survivors can act as a trigger and lead to

significant trauma for the woman (Watson 2016). With this is mind, students and health practitioners

must be attentive to the history of the woman (both disclosed and undisclosed) and their different

backgrounds when approaching care provision. Cultural factors may also impact on physical

examinations.

Additional to being under the supervision of a health practitioner, informed consent must be obtained

prior to any physical assessment and/or examination of the woman. A support person (e.g. partner,

family member, significant other) can be present if the woman wishes.

For intimate genital examinations women must be given the opportunity to undress and dress in

private, unless a woman requests assistance (Medical Board of Australia 2018). Health care

professionals should be aware of any verbal or non-verbal signs that the woman has withdrawn consent

(Medical Board of Australia 2018). The woman should be provided with suitable covering during an

examination to maintain her dignity and to reflect the practice standards and code of conduct for

midwives (Medical Board of Australia 2018; Nursing and Midwifery Board of Australia 2018).

Explanation of Terms The International Definition of a Midwife The midwife is a person who, having been regularly admitted to a midwifery educational programme,

duly recognised in the country in which it is located, has successfully completed the prescribed course

of studies in midwifery and has acquired the requisite qualifications to be registered and/or legally

licensed to practise midwifery.



Scope of Practice

The midwife is recognised as a responsible and accountable professional who works in partnership with

women to give the necessary support, care and advice during pregnancy, labour and the postpartum

period, to conduct births on the midwife’s own responsibility and to provide care for the newborn and

the infant. This care includes preventative measures, the promotion of normal birth, the detection of

complications in mother and child, the referral for medical or other appropriate assistance and the

carrying out of other emergency measures.

The midwife has an important task in health counselling and education, not only for the woman, but

also within the family and community. This work should involve antenatal education and preparation

for parenthood and may extend to women’s health, sexual or reproductive health and childcare (ICM

Council 2011).



References

Australian Nursing and Midwifery Accreditation Council (ANMAC), 2014 Midwives Accreditation

Standards. ANMAC, ACT, viewed 29th November 2018,

https://www.anmac.org.au/

Bondy, K, N. 1983 Criterion-referenced definitions for rating scales in clinical evaluation. Journal of

Nursing Education. 22(9), pp. 376-382.

International Confederation of Midwives, 2011, ICM International Definition of the Midwife. ICM

Council, viewed online December 2018 at https://www.internationalmidwives.org/our-work/policy-

and-practice/icm-definitions.html

Logiudice, JA. 2016 A Systematic Literature Review of the Childbearing Cycle as Experienced by

Survivors of Sexual Abuse. Nursing for Women’s Health. 20(6), pp. 582-94.

Medical Board of Australia 2018 Guidelines: Sexual Boundaries in the Doctor-patient relationship.

https://www.medicalboard.gov.au/codes-guidelines-policies/sexual-boundaries-guidelines.aspx

Nursing and Midwifery Board of Australia, 2015, Supervision guidelines for nursing and midwifery,

NMBA, viewed online December 12th 2018,

https://www.nursingmidwiferyboard.gov.au/search.aspx?q=supervision

Nursing and Midwifery Board of Australia, 2018, Midwife standards for practice, NMBA, viewed online

November 29th 2018, https://www.nursingmidwiferyboard.gov.au/codes-guidelines-

statements/professional-standards.aspx

Nursing and Midwifery Board of Australia, 2018 Code of Conduct for Midwives, NMBA, viewed online

November 29th 2018, https://www.nursingmidwiferyboard.gov.au/codes-guidelines-

statements/professional-standards.aspx

Old, S. 2014 Best practice in the use of chaperones. MDU Journal. 30(1).

Watson V. 2016 Re-Traumatization of Sexual Trauma in Women's Reproductive Health Care. Tennessee

University of Tennessee Honors Thesis Projects. https://trace.tennessee.edu/utk_chanhonoproj/1950

World Health Organisation, 2011 Maternal Health Topics viewed 30 November 2018,

http://www.who.int/topics/primary_health_care/en/

http://www.anmac.org.au/sites/default/files/documents/ANMAC_Midwife_Accreditation_Standards_2014.pdf

https://www.anmac.org.au/

https://www.internationalmidwives.org/our-work/policy-and-practice/icm-definitions.html

https://www.internationalmidwives.org/our-work/policy-and-practice/icm-definitions.html

https://www.medicalboard.gov.au/codes-guidelines-policies/sexual-boundaries-guidelines.aspx

https://www.nursingmidwiferyboard.gov.au/search.aspx?q=supervision

https://www.nursingmidwiferyboard.gov.au/codes-guidelines-statements/professional-standards.aspx




https://trace.tennessee.edu/utk_chanhonoproj/1950



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