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92631 Midwifery as Primary Health Care

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2020 is available in the Archives.

UTS: Health
Credit points: 6 cp

Subject level:

Undergraduate and Postgraduate

Result type: Grade and marks

There are course requisites for this subject. See access conditions.


This subject contributes to the student's understanding of midwifery within a woman-centred, primary health care framework. Students explore midwifery as a public health strategy within a broad social context influenced by particular sociocultural, spiritual and politico-economic environments. Students learn about the application of cultural safety within midwifery practice. Processes and mechanisms to enable effective collaboration with health care providers and other professionals are covered.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:
A. Identify how midwifery is placed within a public health strategy. (NMBA 7.1, 7.2)
B. Describe the role of the midwife as an advocate for women, families and communities. (NMBA 7.2, 9.1)
C. In a simulated environment, demonstrate skills in specific aspects of midwifery as public health practice, for example, smoking cessation interventions, domestic violence screening and promotion of breastfeeding. (NMBA 9.1)
D. In a simulated environment, demonstrate skills in collaboration with other health professionals including consultation, referral and documentation. (NMBA 8.1, 8.2, 9.2)
E. Identify and explore cultural safety, in particular, the specific needs of Aboriginal and Torres Strait Islander women and their communities. (NMBA 7.1, 10.1)
F. Appreciate the impact that social disadvantage and other vulnerabilities have on women and their families. (NMBA 9.1, 10.2)
G. Discuss and analyse midwifery models of care. (NMBA 4.2)

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the following graduate attributes:

  • Practise woman-centred care (1.0)
  • Are professionally competent midwives who provide safe and effective midwifery care using intelligent kindness (2.0)
  • Are resilient, emotionally competent midwives who foster human flourishing (4.0)
  • Are socially responsible citizens who value the diversity of people (5.0)

Teaching and learning strategies

In this subject, you will participate in a range of teaching and learning strategies, which will be used to enable students to clarify, discuss and develop subject concepts. These teaching and learning strategies will include:

Face to face workshops
This subject benefits from the real-time delivery of content. Face to face workshops are provided to enable students to clarify, discuss and develop subject concepts. During these workshops, students will meet with industry experts and will have opportunities for dialogue on contemporary professional issues. Much of the content for this is supported by online pre-work and resources.

In-class discussions
Students will be encouraged to participate in small group and whole class discussions/debate in order to learn and reflect on contemporary professional issues and the impact of these on midwives and women/families.

Online learning activities
Students access online learning resources including podcasts, videos and professional literature prior to face-to-face attendance. Other online resources enable students to clarify concepts and terminology.

Online discussions
Students are expected to access the online learning materials provided and reflect on the issues presented in order to respond to key questions and engage in debate on these issues with other students in online discussions.

Case scenarios
Cases are used to help students explore topic related scenarios. Students use these scenarios to learn concepts, interpret information, from clinical judgments and develop creative solutions. Critical thinking is developed through analysis, interpretation of and reflection on issues or situations.?

Seminars and oral presentations
Seminars involve students either individually or in groups providing presentations to the class. Students receive feedback from peers and teachers not only on their knowledge of a subject area, but also their ability to communicate their thoughts and relevant information in a clear, coherent and confident manner.


Assessment task 1: Creative Piece that represents midwifery continuity of care as a principle of primary health care


Students learn in a variety of learning styles and this assessment piece is designed to allow for creative ideas that represent midwifery as primary health care. The creative piece can be any design that addresses the student's learning needs in relation to midwifery continuity of care and midwifery as a primary health care approach. There is no restriction on the design of the creative piece, some ideas from the previous student's submissions, include paintings, sculptures, poems, photograph stories and even composed music. The ideas are endless and we look forward to seeing all the creations. An essential component of the creative piece is to provide a 1,000 word description of how the creative piece represents midwifery as primary health care using recent relevant literature as evidence. The creative piece reflects the midwifery graduate attributes in relation to woman centred care and working with diversity.


This assessment task addresses subject learning objective(s):

A, B, F and G

This assessment task contributes to the development of graduate attribute(s):

1.0, 2.0 and 5.0

Type: Project
Groupwork: Individual
Weight: 50%

Part A: 1000 words

Part B: Creative Piece

Assessment task 2: Recording or video demonstrating motivational interviewing techniques


This assessment piece is designed to give you the opportunity to practice motivational interviewing in a simulated manner. This enables you to develop your midwifery skills for clinical practice. Such skills contribute to the concept of midwifery as a public health strategy within the principles of primary health care.


This assessment task addresses subject learning objective(s):

B, C and D

This assessment task contributes to the development of graduate attribute(s):

1.0, 2.0, 4.0 and 5.0

Type: Presentation
Groupwork: Individual
Weight: 50%

Pair/group Vod/podcast: Duration of interview should be a minimum of 5 mins and maximum of 10 mins.

Individual written piece: 800 words

Required texts

Catling, C., Cummins, A. & Hogan, R. 2016, Stories in Midwifery: Reflection, Action, Enquiry, Elsevier, Sydney.

Pairman, S., Pincombe, J., Thorogood, C. & Tracy, S. 2014, Midwifery preparation for practice, 3rd edn, Churchill Livingstone, Sydney.


Austin, M.P., Priest, S.R. & Sullivan, E.A. 2008, 'Antenatal psychosocial assessment for reducing perinatal mental health morbidity' Cochrane Database Syst Rev, no. 4, p. CD005124.

Australian Health Ministers’ Advisory Council 2011, National Maternity Services Plan, Commonwealth of Australia, Canberra.

Best, O. & Fredericks, B. (eds) 2014, Yatdjuligin: Aboriginal and Torres Strait Islander Nursing & Midwifery Care, Cambridge University Press, Melbourne.

Edwards, G. & Byrom, S. 2007, Essential midwifery practice public health, Blackwell, Oxford.

Guzys, D. & Petrie, E. (eds) 2013, An Introduction to Community and Primary Health Care, Cambridge University Press, Melbourne.

Homer, C., Brodie, P. & Leap, N. 2008, Midwifery continuity of care : a practical guide, Churchill Livingstone, Chatswood, NSW.

Nursing and Midwifery Board of Australia, 2006, National Competency Standards for the Midwife, Nursing and Midwifery Board of Australia, Canberra.

Sandall, J., Soltani, H., Gates, S., Shennan, A., & Devane, D. 2013, 'Midwife-led versus other models of care for childbearing women', Cochrane Database of Systematic Reviews 2013, Issue 8. Art. No.: CD004667. DOI: 10.1002/14651858.CD004667.pub3.

Other resources

UTS Student Centres
Building 10
Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)

Details for student centres:
For other resources/information refer to the Faculty of Health website (, the Health Student Guide ( and UTSOnline at:

UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, old exam papers, academic writing guides, health literature databases, workshops, a gaming room and bookable group study rooms. There is also a team of librarians to help you with all your questions.
W:, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666

Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.

HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS ( HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733

Please see for additional information on other resources provided to students by UTS.