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Midwifery Student Practice Portfolio ELA 1

Bachelor of Midwifery Midwifery Student Practice Portfolio

Experiential Learning Activity: Midwifery Practice Development Practicum 1 (Nurs 1056)

Midwifery Student:………………………………………………….

ID:…………………………………………………………………………...

Year Level: ………………………………………………………………

Venue(s):…………………………………………………………………

Experience Area(s):…………………………………………………

Date:……………………………………………………………………….

If found, please return to:

University of South Australia School of Nursing and Midwifery City East campus Frome Road Adelaide 5000

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Introduction

Before you begin you must ensure that you have read through the following resources:

MIDAC Clinical Assessment Tool

Experiential Learning Activity: Midwifery Foundation Practicum 1 (ELA 1) Course Outline

ELA 1 Quick guide

The Experiential Learning Activities (ELAs) in this program provide opportunity for you to develop your professional and clinical skills. During the ELA’s you will participate in a pre-clinical workshop in the School’s HHHS and will engage with the MIDAC/UniSA Clinical Assessment Tool (CAT) for Midwifery Students. You will be expected to successfully undertake an Objective Structured Clinical Activity (OSCA) in the simulated environment (HHHS) and pass the Medicine Calculations assessment online in order to 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 of the course. They may be provided an opportunity to redo the OSCA in discussion with the Course Coordinator. ELA 1 consists of 1 pre-clinical day, 4 weeks x 5 days per week of antenatal/postnatal experience (this may include early, day, late or night shifts), and a post-clinical workshop. Please refer to the course objectives for ELA 1 which is detailed in the corresponding Course Outline, along with the assessment requirements.

Compiling the Portfolio

This portfolio is to be taken with you on placement and while attending your COCE. It is important to show this portfolio to your Clinical Facilitator and the midwives you work with. For all ELA’s you will be required to provide and appropriately detail the following as outlined:

DCSI Criminal History Check

Nursing and Midwifery Student Clinical Placement Orientation, SA Health

*Please note you need to ensure you have met orientation requirements for each venue; please review orientation details under Clinical Experiences on your Learnonline site

First Aid

CPR certificate

Manual Handling

Medicine Calculations Certificate

Learning Plan

Record of Clinical attendance

Clinical assessment Tool for the Midwifery Student (CAT)

o Completed specified Learning Tools

o Competency Assessment for each area

Midwifery Student Venue Feedback x 2 (minimum)

Clinical Experience Records ( including COCE documentation) with reflections and updated Cumulative record of minimum experiences (online)

Critical Reflection

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All documentation must be clear, informative and in a report-like style. No identification in any way may be made of women, babies or their families. Pseudonyms should be used to de-identify women and their families. Students are responsible for compiling and maintaining their portfolio. It is your responsibility to keep it safe and to ensure it is available for review by AHPRA if required for auditing purposes.

Assessment of your portfolio All records for this ELA should be compiled in the UniSA Portfolio folder provided at your preclinical workshop along with the clinical experiences you have documented during this ELA and since your previous ELA completion. You need only submit finished COCE that were completed during this time frame. Please ensure you update the cumulative record for each experience and the ongoing cumulative record of minimum experiences for your program. Please include this record at the beginning of your folder to be signed off by your Course Coordinator. Please ensure you submit original paperwork in the folder provided. Once this ELA has been marked, you can keep all documentation in a larger portfolio for evidence of meeting the clinical requirements for the program. Portfolios will be marked through an interview process. You will be required to attend an appointment with the Course Coordinator or assigned marker to review your portfolio and provide feedback and receive a grade.

Internal students will undertake this interview face-to-face and bring their completed portfolio with them. Interview time will be available on the learnonline site.

External students may opt to undertake a virtual interview; however the portfolio will need to be submitted prior to the organised interview time. Interview time will be available on the learnonline site.

Attendance Record

You will be required to keep an attendance record that will need to be signed each day of your placement by the midwife you work with or the Clinical Facilitator. Please note if you cannot attend placement for any reason you must notify the manager of the area you are working in as well as contact your Clinical Facilitator. It is a good idea to ask for the contact phone and email for your facilitator and also for the area manager. You will need to make up all missed shifts, you may be able to make up 1 or 2 days while on placement but this is not always possible, please communicate with your Clinical Facilitator. Communication is a key skill in midwifery practice and it is important that you communicate your absence to ensure that you facilitate a positive work environment.

Clinical Assessment Tool for the Midwifery Student

Learning Tools While on clinical placement or through the Continuity of Care Experience (COCE), the Learning tools/CAT for Midwifery Students will be utilised to inform the clinical assessment component. You will be expected to complete each of the clinical skills learning tool assessments detailed in the CAT for Midwifery Students as outline below:

Learning tool 2: Ongoing pregnancy care

Learning tool 3: Abdominal examination

Learning tool 17: Facilitating breastfeeding for the mother and baby

Learning tool 20: Blood screening of the newborn baby

Learning Tool 21: Full examination of the newborn

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* Learning tool 1 will be undertaken as the OSCA. Tools can be downloaded from the learnOnline site as needed.

*It is expected that students will attain a minimum rating of assisted (A) for all tools Tools must be all completed prior to submission of your portfolio at the required level in order to pass the course; you will need to work with your Clinical Facilitator to achieve this as there will be very limited opportunity to assist any student except for very exceptional circumstances.

Competency Assessment

You will also be required to engage in 2 Competency Assessment Components. The Clinical Facilitator assigned to you for the associated ELA will be responsible for undertaking this assessment. *It is expected that students will attain a minimum rating of Assisted (A) for the Competency Assessment for ELA 1

The method of assessment chosen for both the learning tools and the competency assessment component is a modified Bondy scale. You will need to be familiar with the scales used to rate your practice and you may need to provide the midwife or facilitator with a copy of these prior to completing your learning tool.

Independent (I): Refers to being safe & knowledgeable; proficient & coordinated and appropriately confident and timely. Does not require supporting cues

Proficient (P):

Refers to being safe & knowledgeable; efficient & coordinated; displays some confidence and undertakes activities within a reasonably timely manner. Requires occasional supporting cues.

Assisted (A):

Refers to being safe and knowledgeable most of the time; skilful in parts however is inefficient with some skill areas; takes longer than would be expected to complete the task. Requires frequent verbal and some physical cues

Supported (S):

Refers to being safe when closely supervised and supported; unskilled and inefficient; uses excess energy and takes a prolonged time period. Continuous verbal and physical cues.

Dependent (D): Refers to concerns about being unsafe and being unable to demonstrate behaviour or articulate intention; lacking in confidence, coordination and efficiency. Continuous verbal and physical cues/interventions necessary.

Bondy, K, N. (1983). Criterion-referenced definitions for rating scales in clinical evaluation. Journal of Nursing Education 22(9) 376-382

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Learning Plan ELA 1

Learning Objective Course

objectives/ANMC competencies

Resources, Strategies, Activities

Time-line Evidence Outcome

What are you going to learn? Include knowledge/skills/attitude

To which course objective/s, ANMC competencies does your learning objective relate?

How do you plan to learn? When and where do you plan to learn?

How will you demonstrate your learning? What evidence will be included in your portfolio?

Did you achieve

your objectives?

Acknowledgement: This resource is based upon previous material compiled by A. Gardner (2011).

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Learning Plan ELA 1

Learning Objective Course

objectives/ANMC competencies

Resources, Strategies, Activities

Time-line Evidence Outcome

What are you going to learn? Include knowledge/skills/attitude

To which course objective/s, ANMC competencies does your learning objective relate?

How do you plan to learn? When and where do you plan to learn?

How will you demonstrate your learning? What evidence will be included in your portfolio?

Did you achieve

your objectives?

Acknowledgement: This resource is based upon previous material compiled by A. Gardner (2011).

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Attendance Record for Clinical Placement

Student Name: _______________________________________ This is a record of your daily placement attendance: you are required to complete it and make sure it is signed by a Registered Midwife at the end of the day. This form is to be reviewed by the Clinical Facilitator at the end of each placement with the Competency Assessment.

Area

Total hours completed

Total number of shifts completed

Antenatal Clinic

Antenatal Ward

Labour and Delivery

Postnatal Ward

Domiciliary Midwifery

Neonatal

Midwifery Group Practice

Other

Sick Leave If you are sick you must not attend placement. You need to notify your Clinical Facilitator and the

Ward/Unit Manager that you will not be attending the shift. A medical certificate is required if you

are absent for three or more consecutive days or if you have had more than three days absent

within the placement. Please ensure certificates are presented to your Clinical Facilitator when you

next meet with them and emailed to your Course Coordinator. Your Clinical Facilitator will liaise with

the university about your ability to continue with placement. All leave will need to be made up and if

it cannot be organised with the venue, a make-up placement will be negotiated, otherwise you will

need to complete the placement when this ELA is offered again.

Total hours of sick leave

Total number/s of shift/s missed

Make–up shifts completed

Yes / No

Student Name: _______________________________________

Date Venue

Area Hours of

attendance RM/ MO

Signature & Date

University facilitator

signature & Date

Student Name: _______________________________________

Date Venue

Area Hours of

attendance

RM/ MO Name,

Signature & Date

University facilitator

signature & Date

Skills List ELA 1 Student to sign and date when completed. This form is a guide to ensure students are ready to undertake the assessment and should be made available to assessor.

Clinical Skill Theory Observation Skill assessed

1 Initial pregnancy assessment

2 Ongoing pregnancy care

3 Abdominal examination

4 Parenting education for the woman and her family

5 Performing and interpreting an antenatal cardiotocograph

6 Care of the woman on admission to birth environment

7 Performing and interpreting interpreting an intrapartum cardiotocograph

8 Care of the woman progressing in labour

9 Working with pain in labour

10 Epidural analgesia in labour

11 Insertion of a urinary catheter

12 Care of the woman and baby during an induction of labour

13 Care of the woman and baby with increased needs in labour

14 Care (reception) of the newborn at birth

15 Vaginal examination

16 Maternal and baby wellbeing assessment following birth

17 Facilitating breastfeeding for the woman and baby

18 Breastfeeding challenges for the woman

19 Care of the woman after a caesarean birth

20 Blood sampling of the newborn baby

21 Full examination of the newborn baby

22 Enteral/tube feeding a baby

23 Care of the unwell baby receiving oxygen therapy

24 Care of the baby receiving phototherapy

23 Administering injections to the newborn baby

24 Neonatal resuscitation via simulation

25 Administering an injection to the newborn

26 Neonatal resuscitation via simulation

Learning tool 1: Initial pregnancy assessment

This is a competency and skills-based assessment. Please note all boxes need to be completed. Please refer to the Bondy scale before completing the tool.

Expected outcome standard - the midwifery student NMBA Competency Student Assessor

Maintains effective communication using active listening skills throughout 1.4, 3.1, 3.2

Ensures privacy Identifies and respects the woman’s individual needs in relation to language, culture, religion and spirituality Plans and provides care in partnership with the woman

1.4, 3.3, 4.1, 7.1, 7.2, 10.1, 12.2

Identifies and discusses maternal history, including

Medical and surgical

Gynaecological and menstrual

Previous pregnancy and childbirth experience(s)

Current pregnancy experience

Body Mass Index

Diet

Allergies

Significant family history

1.4, 2.1, 2.3, 5.1, 5.2, 5.3, 6.1

Identifies and discusses woman’s psychosocial context, including

Substance use

Family/intimate partner violence

Mental health

Economic status Links the woman with psychosocial complexities with health professional and community supports as appropriate

1.2, 2.1, 5.3, 8.1, 6.1, 9.1, 9.2

Correctly calculates the estimated date of birth using menstrual and ultrasound information and discusses this with the woman

3.1, 3.2, 3.3, 5.3

Provides information related to available models of maternity care Discusses the number and timing of routine antenatal visits, recommended investigations and available screening

2.3, 3, 3.3, 4.1, 4.2, 4.3, 5.3

Identifies existing and ongoing supports and possible need for improved community support Provides information on available community supports and emergency contacts

3.3, 9.1, 9.2

Provides information specific to the learning needs of the woman and her partner/support person Provides information related to childbirth and parenting education programmes

3.1, 3.2, 3.3, 5.3

Discusses plans for infant feeding 3.1, 3.2, 3.3, 5.4

Identifies normal physiological changes and possible discomforts of pregnancy and provides appropriate advise

2.1, 5.2

Provides opportunity for questions and discussion with the woman and partner/support person

3.1, 3.2, 3.3

Refers to other members of the health care team in consultation with the woman as needed, per the National Midwifery Guidelines for Consultation and Referral (ACM)

1.4, 2.1, 2.3, 6.1, 8.1

Documents all care legibly and appropriately 1.1, 1.3, 3.3

Student name and signature:……………………………………………................................. Date:………………………………………..

Assessor name and signature:……………………………………………................................. Date:………………………………………..

Overall rating (please circle):

Independent (I) Proficient (P) Assisted (A) Supported (S) Dependent (D)

Comments …………………………………………………………………………………………………………………………………………………………………………

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Learning tool 2: Ongoing pregnancy care

This is a competency and skills-based assessment. Please note all boxes need to be completed.

Please refer to the Bondy scale before completing the tool.

Expected outcome standard - the midwifery student NMBA competency Student Assessor


Ensures privacy Identifies and respects the woman’s specific needs in relation to language, culture, religion and spirituality Plans and provides care in partnership with the woman

1.4, 3.3, 4.1, 7.1, 7.2, 10.1, 12.2

Correctly confirms the estimated date of birth 5.3

Identifies normal physiological changes and possible discomforts of pregnancy and provides appropriate advise

2.1, 5.2

Discusses physical wellbeing including diet and exercise 1.4, 9.1

Identifies and discusses the woman’s psychosocial context Links the woman with psychosocial complexities with health professionals and community supports

1.2, 2.1, 5.3, 6.1, 8.1, 9.1, 9.2

Identifies rationale for and contraindications to abdominal examination Performs an abdominal examination, including Inspection

Notes size and shape of abdomen

Assesses general skin integrity, notes any scars or skin changes Palpation (fundal, lateral and pelvic)

Estimates fundal height

Assesses liquor volume

Identifies lie, presentation, position and station of presenting part as indicated

Auscultation

Determines rate, regularity and variability of fetal heart

Checks history of fetal movements, discusses normal fetal movements with the woman

Uses findings to assess ongoing fetal growth and wellbeing including consideration of previous examinations

2.1, 3.1, 3.2, 5.1, 5.2, 5.3

States rationale for antenatal investigations Is able to explain the investigations and results to the woman and partner/support person

2.1, 2.3, 38.1, 8.2

Is aware how to access support services such as social work, physiotherapy, psychology, and community resources if required

9.2

Provides appropriate written information to support verbal discussions to promote health and wellbeing, including

Breastfeeding or formula feeding

Normal fetal movements and growth

What to expect in labour, staying comfortable in early labour

When to contact care providers

3.2, 9.1

Provides opportunity for questions and discussion with the woman and partner/support person

3, 5.6

Plans next episode of care in conjunction with the woman and her support person 3.3, 7.1


1.4, 2.1, 2.3, 6.1, 8.1






Comments …………………………………………………………………………………………………………………………………………………………………………

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Learning tool 3: Abdominal examination




Maintains effective communication skills using active listening skills throughout 1.4, 3.1. 3.2

Ensures privacy Identifies and respects the woman’s specific needs in relation to language, culture, religion and spirituality Following explanation of indication for assessment obtains consent Plans and provides care in partnership with the woman

1.4, 3.1,3.2, 4.1, 10.1, 12.2

Checks gestation as per agreed due date Checks history for contraindications to abdominal examination

1.3, 5.3

Ensures woman’s comfort and safety (before, during and after examination) Discusses aortocaval compression and outlines appropriate management

5.3 5.6, 6.1, 14.2

Performs an abdominal examination which includes: Inspection

Assesses general skin integrity, notes any scars or skin changes Palpation

Estimates fundal height

Assesses liquor volume

Identifies lie, presentation, position and station of presenting part as indicated

Auscultation

Determines rate and rhythm of fetal heart

Checks history of fetal movements, discusses normal fetal movements with the woman

2.1, 3.1, 3.2, 5.1, 5.2, 5.3

Communicates findings with woman 3, 5.2,5.3


1.4, 2.1, 2.3, 6.1, 8.1






Comments …………………………………………………………………………………………………………………………………………………………………………

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Learning tool 17: Facilitating breastfeeding for the woman and baby






1.4, 3.3, 4.1, 7.1, 7.2, 10.1, 12.2

Acknowledges prior knowledge and experience using sensitive questioning While assisting demonstrates an understanding of the anatomy and physiology of breastfeeding Provides accurate information and education on nutrition and fluid intake while breastfeeding

3, 4.1, 5.1, 5.3, 7.1, 14.1

Ensures woman is physically comfortable and if necessary provide analgesia Explains the rationale for correct positioning and attachment to the breast

3, 4.1, 5.3, 5.5

Employs a hands off technique for guiding the breastfeed Encourages woman to talk about how the breastfeed feels rather than how it looks

3, 4.1, 5.1, 5.4, 12.2

Positioning – encourages woman to

Recognise cues for feeding

Assess baby’s alertness

Ensure baby is unwrapped

Support head and neck

Mouth on level with the breast

Breast is supported (U hold if needed)

1.4, 3, 4.1, 5.1, 5.2, 5.3, 5.4

Attachment – encourages woman to

Elicit seeking reflex – runs nipple over top lip

Waits for a wide open mouth – tongue down

Ensure a large mouthful of breast is taken

Identify suckling action and recognise changes

Identify her let- down reflex

1.4, 2.1, 3, 4.1, 5.1, 5.2, 5.3, 5.4

Observes the entire breastfeed providing support and encouragement throughout, recognises signs of milk transfer, satiated baby

1.4, 3, 5.4, 5.6

Guides the woman to detach baby from the breast, if baby hasn’t done so itself 3,5.1, 5.4

Observes nipple following the feed for signs of correct attachment during the feed, explains to the woman the rationale for observing nipple Educates woman on breast and nipple care

3, 5.2, 9.1

Develops a plan of care in collaboration with the woman

Discusses expectations of infant feeding, provides accurate and appropriate advice Informs woman about breastfeeding supports- hospital and community based (e.g. ABA)

3, 5.4, 9.2


1.4, 2.1, 2.3, 6.1, 8.1






Comments …………………………………………………………………………………………………………………………………………………………………………

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Learning tool 20: Blood sampling of the newborn baby






1.4, 3.3, 4.1, 7.1, 7.2, 10.1, 12.2

Reviews family history Verifies baby’s identity, feeding and age noting the time of birth

1.2, 1.4, 5.2

Prepares and checks equipment Uses aseptic principles

1.4, 5.3

Prepares the baby

Ensures foot is warm

Exposes heel

Facilitates woman to breastfeed baby during procedure if appropriate

Initiates other pain minimisation techniques, such as the use of sucrose, if appropriate

Positions baby using gravity to facilitate blood flow

Identifies correct site for blood collection

Ensures site is clean and dry

5.1, 5.2, 5.3, 5.4, 7.1, 14.1

Collection of sample

Lances skin

Wipes first drop of blood away

Allows heel to refill with blood

Fills containers or if NST ensures all circles are filled

Once complete stems blood flow

5.2, 5.3, 6.1, 14.1

Following procedure ensures baby is comforted 5.2, 5.3, 5.4

Documents relevant complexities such as use of antibiotics, prematurity or nil orally

1.3, 2.1, 5.5, 6.1

Discusses actual/potential problems which may arise during the procedure and outlines appropriate management

2.1, 2.2, 2.3, 5.6, 6.1, 6.2


1.4, 2.1, 2.3, 6.1, 8.1






Comments ………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………………

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Learning tool 21: Full examination of the newborn






1.4, 3.3, 4.1, 7.1, 7.2, 10.1, 12.2

Reviews birth history - notes any antenatal or birth complications Verifies baby’s identity

1.2, 1.4, 5.2

Ensures environment is warm and well lit Positions and handles baby safely Systematically and accurately undertakes assessment

1.4, 2.1, 4.1, 5.2, 5.3, 14.1

General appearance

Posture

Colour

Skin integrity

Moulding and fontanelles

Respiratory effort

1.4, 2.1, 5.2, 5.3

Physical characteristics

Eyes, nose, mouth, ears

Limbs and digits

Chest, abdomen, umbilicus, hips, spine, genitalia and anus

1.4, 2.1, 5.2, 5.3

Observes and records (if required)

Weight, length, head circumference

Vital signs

Output – urine and stools

1.3, 1.4, 2.1, 5.2, 5.3

Assesses neuromuscular integrity

Neonatal reflexes

Crying

1.4, 2.1, 5.2, 5.3

Assesses behavioural capabilities

Sleep and awake states

1.4, 2.1, 5.2, 5.3

Following procedure ensures baby is comforted 5.2, 5.3, 5.4

Communicates findings with the woman and support persons (if appropriate) 2.1, 3.1, 6.1

Discusses actual/potential problems which may arise during the assessment and outlines appropriate management

2.1, 2.2, 2.3, 5.6, 6.1, 6.2


1.4, 2.1, 2.3, 6.1, 8.1






Comments …………………………………………………………………………………………………………………………………………………………………………

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Competency Assessment

Student Name: ______________________Venue/ Clinical area _____________________

The Competency assessment will be carried out at various time points during the student’s

midwifery program. In each ELA an assessment should be undertaken for each clinical area that the

student has been rostered. All sections of this assessment should be filled in for the assessment to be

deemed complete. Students should complete a self-assessment before participating in a review with

the Clinical Facilitator.

LEGAL AND PROFESSIONAL PRACTICE

Competency 1 : Functions in accordance with legislation and common law affecting midwifery practice

Student Assessor

Element 1.1: Demonstrates and acts upon knowledge of legislation and common law pertinent to midwifery practice

Element 1.2: Complies with policies and guidelines that have legal and professional implications for practice

Element 1.3: Formulates documentation according to legal and professional guidelines

Element 1.4: Fulfils the duty of care in the course of midwifery practice

Competency 2: Accepts accountability and responsibility for own actions within midwifery practice

Student

Assessor

Element 2.1: Recognises and acts within own knowledge base and scope of practice

Element 2.2: Identifies unsafe action and takes appropriate action

Element 2.3: Consults with, and refers to, another midwife or appropriate health care provider when the needs of the woman and her baby fall outside own scope of practice or competence

Element 2.4: Delegates, when necessary, activities matching abilities and scope of practice and provides appropriate supervision

Element 2.5: Assumes responsibility for professional midwifery leadership functions

MIDWIFERY KNOWLEDGE AND PRACTICE

Competency 3: Communicates information to facilitate decision making by the woman

Student

Assessor

Element 3.1: Communicates effectively with the woman, her family and friends

Element 3.2: Provides learning opportunities appropriate to the woman’s needs

Element 3.3: Plans and evaluates care in partnership with the woman

Competency 4: Promotes safe and effective midwifery care

Student Assessor

Element 4.1: Applies knowledge, skills and attitudes to enable woman centred care

Element 4.2: Provides or supports midwifery continuity of care

Element 4.3: Manages the midwifery care of women and their babies

Competency 5: Assesses, plans, provides and evaluates safe and effective midwifery care

Student Assessor

Element 5.1: Utilises midwifery knowledge and skills to facilitate an optimal experience for the woman

Element 5.2: Assesses the health and well being of the woman and her baby

Element 5.3: Plans, provides and is responsible for, safe and effective midwifery care

Element 5.4: Protects, promotes and supports breastfeeding

Element 5.5: Demonstrates the ability to initiate, supply and administer relevant pharmacological substances in a safe and effective manner within relevant state of territory legislation

Element 5.6: Evaluates the midwifery care provided to the woman and her baby

Competency 6: Assesses, plans, provides and evaluates safe and effective midwifery care for the woman and /or baby with complex needs

Student Assessor

Element 6.1: Utilises a range of midwifery knowledge and skills to provide midwifery care for the woman and/or baby with complex needs as part of a collaborative ream

Element 6.2: Recognises and responds effectively in emergencies or urgent situations

MIDWIFERY AS PRIMARY HEALTH CARE

Competency 7: Advocates to protect the rights of women, families and communities in relation to maternity care

Student Assessor

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

Student Assessor

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

Competency 9: Actively supports midwifery as a public health strategy

Student Assessor

Element 9.1: Advocates for and promotes midwifery practice, within the context of public health policy

Element 9.2: Collaborates with, and refers women to, appropriate community agencies and support networks

Competency 10: Ensures midwifery practice is culturally safe

Student Assessor

Element 10.1: Plans, implements and evaluates strategies for providing culturally safe practice for women, their families and colleagues

REFLECTIVE AND ETHICAL PRACTICE

Competency 11: Bases midwifery practice on ethical decision making

Student Assessor

Element 11.1: Practices in accordance with the endorsed Code of Ethics and relevant state/ territories and commonwealth privacy obligations under the law

Competency 12: Identifies personal beliefs and develops these in ways that enhance midwifery practice

Student Assessor

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

Competency 13: Acts to enhance the professional development of self and others

Student Assessor

Element 13.1 Assesses and acts upon own professional development needs

Element 13.2: Contributes to, and evaluates, the learning experiences and professional development of others

Competency 14: Uses research to inform midwifery practice

Student Assessor

Element 14.1: Ensures research evidence is incorporated into practice

Element 14.2: Interprets evidence as a basis to inform practice and decision making

Overall grading


Assessor name and signature…………………………………………………………………date…………………………………

Student name and signature………………………………………………………………… date………………………………..

Comments……………………………………………………………………………………………………………………………………….

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Midwifery Student Venue Feedback

Student name: Date:

Hospital: Experience: Year level:

Please choose the most appropriate descriptor to provide feedback on the student in the following areas: Personal Ability/Aptitude/Skills; Experience; Knowledge. Please provide a summary comment based on these descriptors.

Personal Ability/Aptitudes/skills

N/A Needs

Improvement Good Excellent

Communication/Interpersonal Skills

Ability to expresses self clearly and concisely

Ability to communicate appropriately with all staff and

women and their families

Ability to explain care to women and family/significant

others

Effectiveness of hand over to oncoming shift

Ability to deliver effective education to women and

their families

Organisational skills

Ability to effectively prioritize workload

Ability to complete all allocated care within a

reasonable timeframe

Ability to be, creative, innovative and flexible when

approaching issues within a healthcare setting

Teamwork

Ability to work with midwives

Ability to work effectively within a multidisciplinary

team.

Ability to problem solve, resolve problems and

negotiate.

Experience

N/A Needs


Midwifery Clinical Competencies

Demonstrated competence in the relevant area of

midwifery practice in accordance with the appropriate

standards of practice.

Ability to apply theoretical knowledge in the clinical

setting

Demonstrates critical thinking skills in application of

skills in practice

Ability to provide culturally appropriate and safe

midwifery care.

Ability to recognise own limitations and seeks

assistance from senior staff where appropriate.

Ability to work in accordance with hospital procedures

and policy.

Demonstrates initiative whilst caring for women and

their babies.

Ability to recognise and report changes in the woman

or baby’s condition promptly.

Documentation

Ability to write clear, concise and legible notes.

Ability to accurately document all observations in a

timely manner.

Ability to report incidents and complete relevant

forms.

Knowledge

N/A Needs

improvement Good Excellent

Knowledge of the conditions of the women and

neonates under their care.

Ability to give logical rationales for midwifery care

performed.

Ability to link theory to practice.

Understands the medications administered to women

and neonates, and administers medications safely.

Understanding of the Australian Nursing and

Midwifery Council (ANMC) National Competencies for

the Registered Midwife.

Summary comment:

Supervising Registered Midwife Name:

Signature:

Midwifery Student Venue Feedback

Student name: Date:

Hospital: Experience: Year level:

Please choose the most appropriate descriptor to provide feedback on the student in the following areas: Personal Ability/Aptitude/Skills; Experience; Knowledge. Please provide a summary comment based on these descriptors.

Personal Ability/Aptitudes/skills

N/A Needs


Communication/Interpersonal Skills

Ability to expresses self clearly and concisely

Ability to communicate appropriately with all staff and

women and their families

Ability to explain care to women and family/significant

others

Effectiveness of hand over to oncoming shift

Ability to deliver effective education to women and

their families

Organisational skills

Ability to effectively prioritize workload

Ability to complete all allocated care within a

reasonable timeframe

Ability to be, creative, innovative and flexible when

approaching issues within a healthcare setting

Teamwork

Ability to work with midwives

Ability to work effectively within a multidisciplinary

team.

Ability to problem solve, resolve problems and

negotiate.

Experience

N/A Needs


Midwifery Clinical Competencies

Demonstrated competence in the relevant area of

midwifery practice in accordance with the appropriate

standards of practice.

Ability to apply theoretical knowledge in the clinical

setting

Demonstrates critical thinking skills in application of

skills in practice

Ability to provide culturally appropriate and safe

midwifery care.

Ability to recognise own limitations and seeks

assistance from senior staff where appropriate.

Ability to work in accordance with hospital procedures

and policy.

Demonstrates initiative whilst caring for women and

their babies.

Ability to recognise and report changes in the woman

or baby’s condition promptly.

Documentation

Ability to write clear, concise and legible notes.

Ability to accurately document all observations in a

timely manner.

Ability to report incidents and complete relevant

forms.

Knowledge

N/A Needs

improvement Good Excellent

Knowledge of the conditions of the women and

neonates under their care.

Ability to give logical rationales for midwifery care

performed.

Ability to link theory to practice.

Understands the medications administered to women

and neonates, and administers medications safely.

Understanding of the Australian Nursing and

Midwifery Council (ANMC) National Competencies for

the Registered Midwife.

Summary comment:

Supervising Registered Midwife Name:

Signature:

2016 Cumulative record of portfolio requirements Student’s name: ___________________________________________ Student’s ID: __________________

* Students who hold a current registered nurse registration will be exempt from 5 CoCE and will only be required to engage in a minimum of 10 (approx. 5 CoCE/ year)

TOTAL required

Achieved ELA 1

Achieved ELA 2

Achieved ELA 3

Achieved ELA 4

Achieved ELA 5

Achieved ELA 6

Running Total

(update in pencil only)

Final TOTAL

Antenatal Care

Antenatal visit 100

Abdominal palpation 10

Complex pregnancy care 15

Intrapartum Care

Labour and spontaneous vaginal birth

30

Active care 1st

stage labour 10

Vaginal examination 10

Complex Intrapartum care 15

Postpartum Care

Normal postpartum care 100

Complex postpartum care 10

Neonatal Care

Physical Examination of the newborn

20

Complex neonatal care 10

Continuity of Care Experiences

Commenced 15

Completed

Learning tools

University lecturer name, signature and date evidence reviewed and assessed as complete