MIDW2011: Caring for the Woman During Complex Pregnancy

Assessment Rationale

This assessment is designed to ensure you are engaging with the weekly materials and can respond to the realistic case study scenarios accordingly. It is designed to develop your critical thinking, clinical decision-making, and professional communication skills, which are essential for providing safe and effective care to women experiencing complex pregnancies. By engaging with realistic case studies, you will learn to integrate theoretical knowledge with practical application, preparing you for real-world midwifery practice. 

Unit Learning Outcomes

This assessment evaluates your achievement of the following Unit Learning Outcomes:

• ULO 1: demonstrate knowledge of the relevant professional and ethical frameworks that underpin midwifery practice when working with women experiencing a complex pregnancy.
• ULO 2: discuss the pathophysiology, detection, and management, including midwifery care, for women experiencing infections and endocrine disorders during pregnancy.
• ULO 3: discuss the pathophysiology, detection and management, including midwifery care, for women experiencing bleeding disorders and medical conditions during pregnancy.
• ULO 4: demonstrate knowledge of diagnostic testing and screening results when assessing maternal and fetal wellbeing

Task Description

Throughout Modules 1-4, you will engage with realistic case study scenarios presenting complex pregnancy situations. For each scenario, you will develop a structured case analysis (up to 300 words), focusing on the critical evaluation of midwifery care. Each analysis should include:

1) identification and discussion of the key clinical and ethical issues,

2) application of relevant professional guidelines and evidence-based practices,

3) development of a logical and safe care plan, and

4) justification of your decisions with scholarly evidence.

These four analyses will be compiled into a workbook, resulting in a final document of 1200 words, excluding in-text citations and the reference list. Your work will be assessed on your ability to integrate theoretical knowledge with practical application, demonstrating your capacity to provide safe and effective midwifery care in complex situations.

Task Instructions

You are required to complete a response to the case study scenario each week. You can download the Word file provided to you in Module 1 to collate your responses for final submission, on Friday, week 4.

Your response to each scenario should address the following points:

• Professional and ethical frameworks that underpin midwifery practice
• ACM Consultation and Referral Guidelines & referrals to other services
• Collaboration and escalation of care
• A clear, logical and safe plan for ongoing care

It is recommended for you use the following steps:

Step 1: Analyse the Ethical and Professional Context:

- Identify the primary ethical dilemmas presented in the scenario.

- Research and list the relevant professional codes of conduct and ethical frameworks (e.g., ACM Code of Ethics).

- Explain how these frameworks apply to the specific ethical dilemmas identified.

- Provide examples of how you would uphold these ethical principles in your practice with this patient.

GenAI Use: GenAI may be used for brainstorming potential ethical issues and finding/summarising relevant professional guidelines. However, it cannot be used to create the core analysis or provide examples of your practice. All submitted work must reflect your own critical thinking.

Step 2: Determine Appropriate Clinical Actions and Referrals:

- Review the ACM Consultation and Referral Guidelines for relevant conditions (e.g., hypertensive disorders in pregnancy).

- Identify specific criteria in the case study that necessitate consultation or referral.

- Determine the appropriate healthcare professionals or services for referral.

- Outline the referral process, including documentation, communication, and patient education.

GenAI Use: GenAI may be used to summarize key points from the guidelines and assist in identifying keywords related to symptoms. However, it cannot determine appropriate professionals or create the full content of the referral process. Your own clinical reasoning is required.

Step 3: Determine a clear, logical and safe plan for ongoing care

GenAI cannot be used to generate the core analysis of the case study or to create the final care plan. All submitted work must reflect your own critical thinking and analysis

Brief of Assessment Requirements 

Purpose: Demonstrate integration of weekly materials into realistic case-study analyses to develop clinical reasoning, decision-making and professional communication for women with complex pregnancies.

Deliverable: A workbook compiling four structured case analyses (one per module, Modules 1–4).

• Length: Up to 300 words per case (total ~1200 words, excluding citations & reference list).

• Due: Friday, Week 4 (submit Word file from Module 1).

Each case analysis must include (4 core elements):

1. Identification & discussion of key clinical and ethical issues.

2. Application of relevant professional guidelines and evidence-based practice.

3. A clear, logical and safe care plan for ongoing management.

4. Justification of clinical decisions with scholarly evidence.

Assessment will also judge: integration of theory with practice, safe escalation and referral, professional/ethical frameworks, documentation and communication skills.

Task instructions / required focus areas: professional & ethical frameworks; ACM Consultation & Referral Guidelines; collaboration & escalation; documentation and patient education. Note the permitted GenAI use: brainstorming and summarising guidance only core analysis & care plans must be student’s own work.

How the Academic Mentor Approached & Guided the Student 

This section describes a practical, mentor-led approach used to coach the student through the assignment. Each step maps directly to the assessment requirements.

Step 1: Initial briefing & planning (session 1)

• What mentor did: Delivered a short orientation describing assessment aims, word limits, submission file, and GenAI boundaries. Shared a simple timetable (week-by-week tasks) and a template Word workbook with section headers for each case.

• Why: Removes administrative confusion, reduces cognitive load, and ensures compliance with length and academic integrity requirements.

Step 2: Analyse the ethical & professional context (Module 1 case)

• Mentor actions:

  • Modeled the process of extracting ethical dilemmas from a scenario (e.g., autonomy vs. fetal best interest).

  • Provided a short list of authoritative codes (e.g., ACM Code of Ethics) and showed how to summarise relevant clauses (mentor used examples but emphasised student must paraphrase and apply).

  • Ran a short workshop on how to convert ethical principles into concrete practice examples (consent, confidentiality, cultural safety).

• Student outcome: Wrote a concise identification of ethical issues and tied each to a specific clause in a professional code; included two brief practice examples showing how they would uphold those principles.

Step 3: Determine clinical actions & referrals (Module 2 case)

• Mentor actions:

  • Demonstrated how to read and extract referral triggers from the ACM Consultation & Referral Guidelines (showed where to find threshold criteria like BP levels or abnormal labs).

  • Co-constructed a referral checklist with the student: what to document, who to contact, what patient education to give, and how to follow up.

  • Role-played a short clinician-to-specialist phone call and a patient explanation script.

• Student outcome: Identified trigger points for referral, listed the appropriate professionals (e.g., obstetrician, endocrinologist, mental health), described documentation required, and included a short patient-facing explanation.

Step 4: Develop a clear, logical and safe plan for ongoing care (Module 3 case)

• Mentor actions:

  • Taught a simple framework for care plans: Assessment → Priorities → Interventions → Monitoring → Escalation triggers → Patient education/consent.

  • Provided a worked example showing safe escalation thresholds (e.g., when to call registrar/transfer).

  • Reviewed how to prioritise interventions and justify choices with contemporary literature.

• Student outcome: Produced a concise, stepwise care plan (bulleted) with explicit monitoring schedule and escalation criteria; added two citations to support chosen interventions.

Step 5: Integrate evidence & justify decisions (Module 4 case)

• Mentor actions:

  • Ran a mini-tutorial on rapid literature searching (how to find high-quality guidelines and evidence summaries) and on linking evidence to a single sentence justification.

  • Showed examples of succinct in-text justification (one short sentence per intervention referencing evidence).

  • Checked referencing style and academic tone.

• Student outcome: For each key decision, supplied a one-line justification citing a guideline or a recent review; kept language clinical and succinct.

Step 6: Consolidation, editing & submission prep (final week)

• Mentor actions:

  • Performed a guided peer-review: checked each 300-word case against a scoring checklist (ethical issues, guideline application, care plan clarity, evidence justification).

  • Gave targeted edits for clarity, removed redundancy, and ensured each case stayed within word limits.

  • Reminded the student about the GenAI policy and asked for a short statement of authorship to include.

• Student outcome: Compiled the four cases into the Word workbook, finalised references, added a brief reflective paragraph (optional), and prepared for submission.

How the Outcome Was Achieved 

Final deliverable produced: A 1,200-word workbook comprising four structured case analyses (each ≤300 words), each containing: ethical discussion, guideline application, a logical care plan, and evidence-based justification. Other artefacts included a referral checklist and a two-line authorship/GenAI declaration.

Quality assurance steps used: mentor checklist review, one round of focused editing for word-count and clarity, and alignment with assessment rubric (ethical application; clinical reasoning; guideline use; safe escalation; academic referencing).

Academic integrity / GenAI compliance: Brainstorming and summaries of guidelines were acceptable GenAI uses; core analysis, care plans, and justifications were authored and rationalised by the student. Mentor ensured the student documented any GenAI assistance.

Learning Objectives Covered

• ULO 1 (professional & ethical frameworks): Achieved by the Step 1 analysis student identified ethical dilemmas, cited ACM Code of Ethics, and demonstrated how to apply these in practice with examples of consent and confidentiality.

• ULO 2 (infections & endocrine disorders): Covered through case examples where the student discussed pathophysiology, detection (screening), and midwifery management (e.g., glucose monitoring and insulin liaison). Care plans contained monitoring and referral criteria.

• ULO 3 (bleeding disorders & medical conditions): Addressed in cases that required rapid risk recognition, escalation criteria for haemorrhagic events or coagulopathies, and integration with obstetric/haematology services.

• ULO 4 (diagnostic testing & screening): Demonstrated by interpretation of lab or scan findings within each case, and by clear statements on how diagnostic results informed management and referral.

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