92669 Transition to Parenthood
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
The transition from pregnancy to parenthood is a significant but normal life event, and the midwife plays an important role in the early days of parenting. Supporting and promoting breastfeeding is a key focus of this subject. The subject explores theories of maternal-infant attachment and bonding, and addresses public health issues such as safe sleeping. Students also develop knowledge, skills and attitudes required to work with women whose transition is complicated by perinatal mental health issues.
Subject learning objectives (SLOs)
| A. | Explain the importance of supporting early maternal-infant attachment and bonding |
|---|---|
| B. | Explain the knowledge, skills and attitudes required to support women, their partners and families as they transition to parenthood |
| C. | Examine the midwife's role in health promotion in relation to ensuring women have the necessary information as they transition to parenthood |
| D. | Apply the current research, guidelines and policies in relation to early parenthood and safe newborn care practices |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Practice woman centred care (1.0)
- Are professionally competent midwives who provide safe and effective midwifery care using intelligent kindness (2.0)
- Work collaboratively in order to provide excellence in maternity care (3.0)
- Are socially responsible citizens who value the diversity of people (5.0)
- Are professionally engaged critical thinkers who take a lively and questioning approach and embrace lifelong learning (6.0)
- Demonstrate professional cultural competency which contributes to the health and wellbeing of Indigenous Australians, inclusive of physical, social, emotional and spiritual wellness (7.0)
Teaching and learning strategies
In this subject, students participate in a range of teaching and learning strategies that are designed to develop their knowledge, skills and attitudes when supporting women and their families during their transition to parenthood.
ONLINE LEARNING EXPERIENCES
Students access the varied online learning resources via UTS Canvas in the weekly “Before/Post class activities” to be completed prior or after the scheduled tutorials. These learning resources include quizzes, journal article readings, and videos. Online resources enable students to prepare for in-class learning, clarify complex concepts and terminology and to engage with sensitive or confronting topics at their own pace. Online activities will be discussed during class to share learning, experiences, and reflections.
TUTORIAL CLASSES
Tutorials will be delivered face-to-face on campus and will take place in the scheduled tutorial timeframe as per myTimetable (accessed via https://mytimetable.uts.edu.au/), after you have enrolled into your subjects via My Student Admin. Tutorial activities are provided to enable students to clarify, discuss and develop subject concepts. Face-to-face time in this subject includes collaborative group activities and discussions.
CASE STUDIES, ROLE PLAYS AND STORIES FROM PRACTICE
Case studies and stories from practice depict people and their families in clinical, community and social situations. Students use these scenarios to learn concepts, interpret information and develop creative solutions. Students develop critical thinking through analysis, interpretation of and reflection on issues or situations especially during the early parenting period. Participating in simulated practice of midwifery communication with women and families aids in the development, learning and practise of interpersonal skills required in the midwifery role. Role plays provide a simulated environment for students to practise new skills learnt through theory and knowledge development. Scenarios from relevant situations are used to depict real life experiences in primary health care. Students interact, observe and provide feedback within the facilitated debriefing, and reflect on their own skills, values and experiences.
SEMINARS AND PRESENTATIONS
In groups and as part of an assessment task, students will undertake a presentation to the class during the face-to-face tutorials. Students receive feedback from the lecturer 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. Previous students of this subject have reported this to be a highlight of the subject. Working in student groups and valuing the learning experienced in group work are vital skill sets to develop as a student because midwifery is a collaborative practice.
STRUCTURED DECISION-MAKING ACTIVITIES
Working in small teams, students engage in real-time, shared decision-making activities. This assists students to engage with practices and policies of maternity care settings and utilise knowledge to formulate responses to women and family situations, under pressure, as would be expected within a clinical practice setting. Together students learn to quickly achieve consensus for decisions.
ACADEMIC WRITING
Students undertake assessment tasks in the form of academic writing. Students comply with academic writing practices and use information ethically, legally and respectfully.
Content (topics)
- Assisted reproductive technology
- Early parenting
- Attachment theory
- Support for the partner and family as the woman transitions to motherhood
- The importance of continuity of care
- Engagement of partners in care
- Psychosocial screening
- Community resources available to women, partners and families
- Supporting, protecting and promoting breastfeeding
- Breastfeeding challenges
- Baby Friendly Health Initiative
- Primary health care and health promotion
- Parenting support and referral networks
- The influence of culture on parenting
- Newborn and early infant health – the role and responsibilities of the midwife and the effective transition to the child and family health nurse, immunisations, development, newborn screening tests
- Safe sleeping, SIDS and SUDI
- Modern contraceptive methods and choices
- 6-week postnatal check including cervical screening
Assessment
Assessment task 1: Group presentation and individual written piece
| Intent: | For the first part of this assessment task, whilst working in small groups, students are to research a topic on an aspect of care related to early parenthood, which they present to the class. Following this, students will write a short written piece related to their group topic. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C and D This assessment task contributes to the development of graduate attribute(s): 1.0, 2.0, 3.0, 5.0 and 7.0 |
| Type: | Presentation |
| Groupwork: | Group, group and individually assessed |
| Weight: | 50% |
| Length: | Part 1. a)10 minutes b) 300 words |
Assessment task 2: Site report
| Intent: | This assessment is intended to broaden students understanding of the strategies and services that are available in their local health district which support parents as they transition to parenthood. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): C and D This assessment task contributes to the development of graduate attribute(s): 1.0, 6.0 and 7.0 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 50% |
| Length: | 1,500 words |
References
Many of these texts are available as e-books and can be accessed via the UTS Library.
Austin, M-P., Highet, N. and the Expert Working Group. (2017). Mental Health Care in the Perinatal Period: Australian Clinical Practice Guideline. Melbourne. Centre of Perinatal Excellence.
beyondblue. (2011). Beyond babyblues: Detecting and managing perinatal mental health disorders in primary care. http://thinkgp.com.au/education/beyond-babyblues-detecting-andmanaging-perinatal-mental-health-disorders-primary-care
Brodrick, A., & Williamson, E. (2020). Listening to women after childbirth. Routledge.
Cummins, A., Gillett, K., McLaughlin, K., Musgrave, L., & Wood, J. (2023). Stories in midwifery?: reflection, inquiry, action (Third Edition.). Elsevier.
Quatraro, R. M., & Grussu, P. (2020). Handbook of perinatal clinical psychology: from theory to practice (English ed.). Routledge.
Other resources
UTS Student Centre
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Details for student centres: www.uts.edu.au/current-students/contacts/general-contacts
For other resources/ information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health) and Canvas at: https://canvas.uts.edu.au/.
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W: Homepage | UTS Library, 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 (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.
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