| Effective Term: | 2025/16 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Neonates Requiring Extra Care |
| Unit ID: | MIDBM3107 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (MIDBM3106) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 060303 |
| Other Change: | |
| Brief description of the Unit |
This unit will prepare students with the theoretical knowledge and skills to assess, examine and initiate emergency management on the newborn infant. Anatomy and physiology relating to the newborn infant, and infant nutrition will be explored. Students will develop an understanding of multidisciplinary care and collaborative practice in the management of unwell neonates in a Special Care Nursery. In addition, students will develop an understanding of the socio-cultural elements surrounding the care of the unwell newborn and their families. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | Yes - days |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Explore the social-cultural context in the provision of care to babies and their families in Australia and globally |
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| K2. | Examine the changes in anatomy and physiology of the fetus and newborn infant and describe successful adaptation to the extrauterine environment |
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| K3. | Identify the circumstances and conditions that may necessitate admission of a baby to a Special Care Nursery |
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| K4. | Describe the principles of stabilisation and emergency transfer of a compromised neonate to a tertiary setting |
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| K5. | Explore infant nutrition including supporting breastfeeding in special circumstances and the use of specialised equipment and formulas |
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| Skills: |
| S1. | Conduct a comprehensive assessment of the neonate and provide appropriate care |
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| S2. | Demonstrate knowledge and skills in neonatal resuscitation and stabilisation |
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| S3. | Employ reflective practice strategies to develop understanding of diverse midwifery practice and appreciatethe roles and scope of the interdisciplinary team |
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| Application of knowledge and skills: |
| A1. | Apply strategies which promote and protect breast feeding and explore other feeding methods to support the newborn baby, both sick and well |
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| A2. | Evaluate the Special Care Nursery environment and its impact upon the woman, her baby and family |
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| A3. | Utilise the clinical decision making process to demonstrate evidence-based knowledge and understanding ofthe care required by the baby and the family |
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| A4. | Explore strategies to support the neurological development of premature neonates |
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| A5. | Demonstrate an appreciation of the family's need for privacy, dignity and respect, as well as their right to beinformed and to make decisions regarding care of their baby |
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| A6. | Demonstrate midwifery competency based upon the NMBA Midwife Standards for Practice |
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| Unit Content: |
The ANMAC National Accreditation Standards for the Midwife (2021); NMBA National Competency Standards for the Midwife (2018); NMBA Code of Professional Conduct for the Midwife (2018) and International Code of Ethics for the Midwife (2014) have substantially informed the syllabus/content of this unit. Pre-existing maternal disease and effects on the fetus/neonate Revision of transition to extra uterine life Assessment of the neonate Admission to the Special Care Nursery (SCN), Levels of care Family centered care, parenting for vulnerable families Identifying the deteriorating baby Thermoregulation & neutral thermal environment (NTE) Respiratory distress, oxygen therapy Hypoglycaemia and infant of the diabetic mother Jaundice Sepsis Birth trauma, seizures and pain. The small and premature infant Developmental care Pharmacology, IV therapy, drug and fluid calculation Infant nutrition: breastfeeding: promoting, protecting, expressing and storing breast milk, specialist formula Counselling the BF mother Feeding difficulties - neonatal causes Neonatal Abstinence Syndrome (NAS) Congenital disorders Legal and ethical considerations |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K2, K3, K4, K5, S1, A1, A2, A3, A4, A5, A6 |
Theoretical concepts and skills required to recognise and care for the unwell neonate. |
Online activities. |
15-25% |
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| 2. |
K1, K2, K3, K4, K5, S1, S2, S3, A1, A2, A3, A4, A5, A6 |
Theoretical concepts and skills required for care of the neonate including emergency response. |
Test Part A – Objective Structured Clinical Test (OSCE). Part B – Written test. |
Part A: 10-20% Part B: 50-60% |
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| 3. |
K1, K2, K3, K4, K5, S1, S2, S3, A1, A2, A3, A4, A5, A6 |
Satisfactory achievement of identified NMBA Midwife Standards for Practice in midwifery practice experiences. Assessment of Midwifery Practice (Compulsory PASS required). |
Midwifery Practice Portfolio 1. Completion of five (5) Clinical Assessment Tools (CAT) to ‘assisted-proficient’ level. 2. Completion of 96 practice hours. Submit completed AMSAT. |
5-15% |
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| 4. |
K1, K2, K3, K4, K5, S1, S2, S3, A1, A2, A3, A4, A5, A6 |
Successful completion of Objective Structured Clinical Test (OSCE) |
Objective Structured Clinical Test (OSCE) |
S/U Hurdle |
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| 5. |
K1, K2, K3, K4, K5, S1, S2, S3, A1, A2, A3, A4, A5, A6 |
Successful completion Midwifery Practice Portfolio 1. Completion of five (5) Clinical Assessment Tools (CAT) to ‘assisted-proficient’ level. 2. Completion of 96 practice hours. Submit completed AMSAT. |
Midwifery Practice Portfolio |
S/U Hurdle |
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