2021 Portfolio Guidelines - learnOnline
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2021 Portfolio Guidelines
1Contents
Background page 3
Aims of the Portfolio page 3
Australian Nursing & Midwifery Accreditation Council Midwife Accreditation Standards,
Standard 8 (ANIMAC 20140 page 3
UniSA Clinical Experience Requirements page 3
Re-entry students page 3
continuity of care experiences page 3
Antenatal care page 4
Labour & birth care page 4
Complex care page 4
Postnatal care page 5
Neonatal care page 5
UniSA continuity of care Experiences (COCE) requirements page 5
Clinical Experiences page 6
Registered Nurses will undertake page 7
Re-entry Students will undertake page 8
Compiling the Portfolio page 8
Confidentiality page 8
Planning & Organising the Portfolio page 9
Experiential Learning Activities (ELAs) page 8
Table l ELA Clinical Experiences page 10
Portfolio Review page 10
MIDAC/ UniSA Clinical Assessment Tool page 10
Learning Tools page 11
Table 2 Required clinical assessment tools by ELA page 11
Table 3 Required performance level page 11
Table 4 Bondy scale page 12
Midwife Standards Assessment page 12
Table 5 Minimum overall Pass grade for each of the ELAs page 14
page 14
Supervision requirements
page 14
Direct supervision
page 14
Indirect supervision
Supervision for breast, abdominal & genital
examinations
Explanation of Terms page15
The international definition of a Midwife page15
Scope of Practice page15
References page16
2The 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 2021 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. A PebblePad user guide is also available from the
Learnonline site. Staff will be able to access your portfolios at all times, so they are expected to be maintained
contemporaneously.
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).
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
Re-entry students are expected to follow the grid on page 7 in relation to clinical experience numbers, all other
aspects about the experiences listed in this guide apply.
a. Experience in woman centred care as part of continuity of care experiences. The student is supported
to:
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.
3• 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.
b. Attendance at 100 antenatal episodes of care. This may include women who the student is following
as part of their continuity of care experiences.
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.
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.
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).
4f. 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 Initiative6.
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.
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.
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 (unless
approved by the COCE Coordinator);
• 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 2021 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.
5Students 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
ELA 1 ELA 2 ELA 3 ELA 4 ELA 5
Requirements
Antenatal episode of care 100 15 35 60 60 100
AN Care
Abdominal palpation 10 3 5 10 10 10
Complex antenatal care 15 0 4 8 12 15
Labour and spontaneous vaginal
30 0 4-6 10-15 15-20 30
birth
Intrapartum
Care
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
Postnatal episode of care 100 15 35 60 80 100
PN Care
Complex postpartum care 10 0 2 4 8 10
Physical examination of the newborn 20 4 8 10 15 20
NN Care
Complex neonatal care 10 0 0 5-8 8-10 10
Commenced 3-5 5-8 8-10 10-13 15
Continuity of Care Experiences 15
Completed 0-2 2-5 5-8 12 15
6Program
ELA 1 ELA 3 ELA 5
Requirements
Antenatal episode of care 100 15 35 100
AN Care
Abdominal palpation 10 3 5 10
Complex antenatal care 15 0 5 15
Labour and spontaneous vaginal
30 0 5-10 30
birth
Intrapartum
Care
Active care 1st stage 10 0 5 10
Vaginal examination 10 0 5 10
Complex intrapartum care 15 0 5 15
Postnatal episode of care 100 15 35 100
PN Care
Complex postpartum care 10 0 5 10
Physical examination of the newborn 20 4 10 20
NN Care
Complex neonatal care 10 0 5-8 10
Commenced 4-5 5-7 15
Continuity of Care Experiences 15
Completed 2 4-5 15
*Sponsored Pathway students will complete ELA 4 instead of ELA 5
7Program
Requirements
Antenatal episode of care 25
AN Care
Abdominal palpation 5
Complex antenatal care 4
Labour and spontaneous vaginal
7
Birth
Intrapartum
Care Active care 1st stage 2
Vaginal examination 2
Complex intrapartum care 4
Postnatal episode of care 25
PN Care
Complex postpartum care 4
Physical examination of the newborn 5
NN Care
Complex neonatal care 2
Continuity of Care Experiences 2
3, 10, 13, 14, 18, 19
Learning Tools
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 the point of
care. Signatures must not be obtained retrospectively.
Portfolios will be marked within one week of the end of the ELA placement – all documents including reflections
must be available for grading or the student risks failing the ELA and progression in the program may be delayed.
The portfolio is a formal assessment and subject to the same assessment requirements as written assignments.
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
All students are required to upload the signed woman’s consent form to their PebblePad and tag it to the COCE
experience. This is in addition to the requirements for InPlace registration. The experiences will not be marked
complete until this process occurs.
8To demonstrate achievement of the minimum requirements, the university requires the student to record
each episode of care as an electronic record. 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.
9There are five ELA’s throughout the program as outlined in Table 1.
ELA Clinical Experiences
4 weeks x 5 days per week of mixed experience
ELA: Midwifery Foundation Practicum 1
(antenatal/postnatal/women’s health)
Equivalent of
4 weeks x 5 days per week of mixed experience
ELA: Midwifery Practice Development Practicum 2
(antenatal/ postnatal/ intrapartum)
Equivalent of
4 weeks x 5 days per week of mixed experience
ELA: Midwifery Practice Development Practicum 3
(neonatal/ intrapartum)
Equivalent of
8 weeks x 5 days per week of mixed experience
ELA: Midwifery Transition Practicum 4
(antenatal/ postnatal/ neonatal/ intrapartum)
Equivalent of
8 weeks x 5 days per week of mixed experience
ELA: Midwifery Transition Practicum 5 (antenatal/ postnatal/ women’s health/
intrapartum)
Equivalent of
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 (or re-
entry/sponsored pathway workbook).
Portfolios will be marked within one week of completing placement. Portfolio documents including reflections
must be up to date at this time.
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. In some cases the Course Coordinator will ask the student
to attend a meeting where additional support is required.
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 by 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.
The MIDAC clinical assessment tool (CAT) used throughout the program was originally developed in Victoria
10and 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.
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.
Year Course Clinical Experiences Tools
1 ELA: Midwifery Foundation Practicum 1 1, 17, 3, 20 & 21
ELA: Midwifery Practice Development Practicum 2 2, 5, 6, 9 & 25
2
ELA: Midwifery Practice Development Practicum 3 8 ,15, 4, 22, 23 & 26
ELA: Midwifery Transition Practicum 4 7, 11, 12, 16, 21 & 24
3
ELA: Midwifery Transition Practicum 5 3, 10, 13, 14, 18 & 19
*OSCA assessment in bold, red and underlined
Across the program, students will be required to show an increased quality of performance as described by the
Bondy Scale (page 12). During the first year of the program, students 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.
Rating ELA 1 ELA 2 ELA 3 ELA 4 ELA 5
Independent 3, 10, 13, 14,
(I) 18 & 19
8 ,15, 4, 22, 23 7, 11, 12, 16,
Proficient (P) 2, 5, 6, 9 & 25
& 26 21 & 24
1, 17, 3, 20 &
Assisted (A)
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.
11The CATs need to be assessed by a midwife or Clinical Facilitator while on placement. It is expected that students
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.
Scale label Professional standards Quality of performance Assistance required
Safe and accurate Proficient, coordinated, Without supporting cues
Effective each time confident, occasional
Independent (I) Appropriate behaviour expenditure of excess
and demeanour each energy within an
time expedient time frame
Safe and accurate Efficient, coordinated, Occasional supportive
Effective each time confident cues
Proficient (P) Appropriate behaviour Some expenditure of
and demeanour each excess energy within a
time reasonable time frame
Safe and accurate Skilful in parts of Frequent verbal and
Effective most of the behaviour Inefficiency occasional physical
time and lacking coordination directive cues in addition
Assisted (A)
Appropriate behaviour Expends excess energy to supportive cues
and demeanour most of within a delayed time
the time frame
Safe but not alone Unskilled, inefficient, Continuous verbal and
Performs at risk considerable frequent physical cues
Accurate not always expenditure of excess
Supported (S) Effective occasionally energy Prolonged time
Appropriate behaviour period
and demeanour
occasionally
Unsafe Unable to demonstrate Continuous verbal and
Unable to demonstrate procedure/behaviour physical cues
Dependent (D)
behaviour Lacks confidence,
coordination, efficiency
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 (page 11) outlines the minimum overall pass grade for each of the ELAs.
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.
12Students 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.
13Rating ELA 1 ELA 2 ELA 3 ELA 4 ELA 5
Independent
Pass grade Pass grade Pass grade Pass grade Pass grade
(I)
Proficient (P) Pass grade Pass grade Pass grade Pass grade Pass grade
Assisted (A) Pass grade Fail grade Fail grade Fail grade Fail grade
Supported (S) Fail grade Fail grade Fail grade Fail grade Fail grade
Dependent (D) Fail grade Fail grade Fail grade Fail grade Fail grade
If at any time a student’s performance is unsafe, they will be removed from placement as outlined in Assessment
Policies and Procedures Manual (2021). Please refer to the 2021 Assessment Policies and Procedures Manual
for further information.
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.
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 breast, abdominal and genital examinations
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 physical assessments
and/or examinations that involve the woman’s breasts, abdomen or genitals.
Midwifery students are involved in the provision of care to women and this often involves physical
examinations. Breast, abdominal and genital examinations are a routine aspect of midwifery practice.
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.
14Women 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 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).
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).
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).
15Australian 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/
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