Bachelor of Midwifery 2020 Practice Portfolio …...2020 Midwifery Student Portfolio Guidelines 1 Background The Bachelor of Midwifery at the University of South Australia is accredited

Bachelor of Midwifery

2020 Practice Portfolio Guideline

University of South Australia - Bachelor of Midwifery 201 7

University of South Australia - Bachelor of Midwifery 2020

2020 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.

This document relates to the requirements expected for a student’s portfolio of clinical work. This

document is accompanied by the Continuity of Care Guidelines and together these documents provide

all of the information required about your clinical documentation requirements that will ensure you will

meet the ANMAC registration requirements.

Further information will be provided to you about using the PebblePad platform via the clinical

experience forums and the clinical experiences Learnonline site.

Staff will be able to access your portfolios at all times, 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 (2018).

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 4 in relation to clinical experience numbers,

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

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 with the exception of Re-entry students who complete 2 COCE.



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

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. Please refer to the National Midwifery Guidelines for

Consultation and Referral, 3rd edition for information about what constitutes a complex need.

https://issuu.com/austcollegemidwives/docs/consultation_and_referral_guideline

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

of care.

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).

https://issuu.com/austcollegemidwives/docs/consultation_and_referral_guideline



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.

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);

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

• 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;

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

COCE.

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. 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.



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 and/or Program Director.

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 4-6 10-15 15-20 30

Active care 1st stage 10 0 4 6 8 10

Vaginal examination 10 0 2-4 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 3-5 5-8 8-10 10-13 15

Completed 0-2 2-5 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

4-5 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 25

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. Clinical Facilitators are required to access the portfolio so students must keep contemporaneous records at all times. This is also a requirement to enable clinicians to sign/ verify episodes of care undertaken at point of care. Signatures should not be obtained retrospectively.

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 or labelling per experience number.

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.

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



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 can share their portfolio objectives with 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.

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 capable in

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

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)

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 the student throughout the majority of the shift. The template is available through the ELA

workbook.

Portfolio review

Portfolios will be marked within one week of completing placement.

Students may opt to attend an interview with the Course Coordinator or assigned marker to review their

portfolio and receive feedback to assist their learning.



Portfolio marking is a formal assessment, if students have not met the portfolio requirements (including

reflections) within this timeframe they risk receiving a fail grade for the course.

If a student’s portfolio does not meet the required standard they will be provided a final date for

completion of the portfolio and an appointment scheduled with the Course Coordinator to review and

ascertain the final grade. Any student who does not amend their portfolio in the agreed time frame will

receive a fail grade.

Please note when recording clinical hours worked in your ELA workbooks record only the time worked

– do not include breaks.

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 Course Outline, in addition to the

associated assessment requirements. The tools for each ELA will be in the ELA workbook. If students

wish to complete additional tools outside of those specified for the ELA they are located in the CAT tools

workbook. Note these will need to be tagged to the ELA workbook. 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, 9, 25,

ELA: Midwifery Practice Development 3 8, 15, 4, 22, 23 & 26

3

ELA: Midwifery Transition Practicum 4 7, 11, 12, 16, 21 & 24

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

*OSCA assessment in bold, red and underlined

Across the program, you 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, you will be required to complete four

learning tools, at least once, at an ‘assisted’ level. Across the second year of the program, you will be

required to complete 10 learning tools, at least once, at a ‘proficient’ level. In the final year of the

program, you 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, 9, 25, 4, 8, 15, 22, 23

& 26

7, 11, 12, 16, 21

& 24

Assisted (A) 1, 3, 17 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

you 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

You 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. Students who have already redeemed a Clinical Challenge in the ELA will not be

offered another challenge and will fail the ELA. Students who are offered a challenge and are successful

in completing it 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 (2020). Please refer to the 2020 Assessment Policies and

Procedures Manual for further information.

https://i.unisa.edu.au/siteassets/policies-and-procedures/docs/manual/2020/appm_2020.pdf?1575586803570

https://i.unisa.edu.au/siteassets/policies-and-procedures/docs/manual/2020/appm_2020.pdf?1575586803570



Please note: The CAT and Standards Assessment must all be completed in full and signed for each

specific ELA. When the assessment is signed by the clinician it locks the document, so no further

editing is permitted. Unsigned documents will not be accepted. If the student has difficulty

completing the tools, they should speak with their Clinical Facilitator and advise their Course

Coordinator or Academic Liaison to determine how the activity can be completed.

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

Direct supervision is when the supervisor/clinician 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,

• Labour and birth care.

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 practice midwifery. All students enrolled in the program are required to be registered with

Nursing and Midwifery Board of Australia (NMBA).

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).

https://www.nursingmidwiferyboard.gov.au/Registration-and-Endorsement/Student-Registration.aspx



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



Documents

Bachelor of Midwifery 2020 Practice Portfolio …...2020 Midwifery Student Portfolio Guidelines 1 Background The Bachelor of Midwifery at the University of South Australia is accredited