Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures and Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating honesty and integrity in academic, professional and field experience settings.
• Demonstrating the ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Complying with medico-legal requirements relating to informed consent, privacy and confidentiality with client information in academic and clinical settings.
• Complying with the behavioural expectations explained in the Chiropractic Code of Conduct AHPRA/CBA (Australian Health Practitioner Regulation Agency / Chiropractic Board of Australia).
• Complying with the Health Practitioner Regulation National Law Act 2009 in particular not performing cervical spinal manipulation outside of class room setting in CB77 or CC71

Examples are:

• Successfully processing your own emotions and behaviour when dealing with situations in clinical settings.
• Coping effectively with your emotions and behaviour when dealing with individuals in the clinical setting.
• Reflecting on practice and responding appropriately to constructive feedback.

Examples are:

• Requiring a current National Police Check (not older than 3 years).
• Requiring a current working with children check ("Blue Card").
• Complying with the policies of clinical facilities e.g. uniform requirements, vaccinations etc.
• Complying with the requirements for student registration with CBA (Chiropractic Board of Australia).

Examples are:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual or group.
• Using appropriate facial expressions: eye contact, being mindful of space, time boundaries, a range of body movements and gestures.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course, as well as during clinical placement.
• Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Expressing complex and detailed information and knowledge into a logical and legible report, in a timely manner that meets professional standards and clearly communicates the intended message.
• Accurately conveying and documenting information in a written form that meets legal and professional requirements.
• Accessing a computer for your studies.
• Regularly accessing the Internet for research and email for communication with peers and lecturers.
• Analysing, manipulating and presenting scientific information.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Applying theoretical knowledge, research evidence, policies and procedures in the clinical setting.
• Complying with public safety considerations for mock patients and peers.
• Constructing written text proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.
• Competently reading, writing and accurately interpreting information to convey language effectively in a clinical setting.
• Producing accurate, concise and clear documentation which meets legal requirements.
• Demonstrating competency in applying basic mathematics knowledge and skills to assess mechanical disorders of the musculoskeletal system.
• Demonstrating effective use of numeracy skills to record accurate measurements in client notes.

Examples are:

• Observing and detecting subtle changes in posture, movement and the ability to perform functional activities during assessment and treatment.
• Safely operating equipment.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to monitor, assess and manage a patient's needs consistently and accurately, including engaging appropriately to a client's responses during an assessment.
• Detecting anatomical or movement abnormalities e.g. palpating joints, muscles and soft tissues.
• Ability to view fine detail in diagnostic imaging 

Examples are:

• Creating and maintaining rapport, empathy and effective working relationships with patients and colleagues.
• Engaging with effective communication skills to convey innovative and creative thinking.
• Displaying respect when engaging with colleagues, professional and academic staff and patients.
• Working in teams to achieve a shared goal/project.

Examples are:

• Accurately reflecting on the content taught during the course.
• Accepting feedback from academic staff and respond constructively.
• Accurately reflecting on your own work.

Examples are:

• Actively participating in activities related to the course and professional experience.
• Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
• Performing with the required physical and mental energy and endurance in the learning activities of the course, as well as during set time frames while on clinical placement.
• Developing an attitude and practice that prioritises public safety, protection, and person-centred care.

Examples are:

• Maintaining your own and your patient's balance simultaneously, while providing patient support when transferring and mobilising individuals in a safe manner.
• Evaluating patients who have varying physical capacities e.g. those who are positioned on chiropractic tables, on mats on the floor, on chairs and when standing, in a safe and effective manner.
• Performing assessment techniques e.g. evaluation of hand sensation and joint movement.
• Performing treatment techniques, demonstrating use of adaptive equipment for safety and comfort, demonstrating fine motor tasks during daily activities.

Examples are:

• Relating positively and communicating with a wide variety of colleagues and stakeholders in the professional environment.
• Creating and maintaining rapport, empathy and at times use diplomacy to ensure effective working relationships and outcomes with colleagues and stakeholders.
• Being highly consultative in the processes of creating and sustaining effective working relationships and outcomes with colleagues and stakeholders.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people in the community.

Examples are:

• Applying knowledge and skills associated with the use of computers and associated technologies.

Work-Integrated Learning (WIL) placements apply to this course and as such are subject to compulsory pre-placement conditions referred to as mandatory checks and are outlined in the health, security and other compulsory requirements sections. Mandatory checks are determined by industry, organisations, legislation, regulations, policies, and procedures. To be eligible for a WIL placement, students must first achieve compliance with mandatory checks by each closing date prior to a WIL placement and maintain current evidence for the duration of the course.

Health requirements for this course are recommended only, and not mandatory. These include immunisation and vaccination evidence (and serology where required) as a recommendation only to the following diseases: Hepatitis B, Measles, Mumps and Rubella, Varicella, Pertussis, Influenza, and Tuberculosis screening. 

Mandatory security requirements include an Australian Federal Police clearance and working with children check.

Other mandatory requirements include a First Aid and CPR certificate, student agreement to privacy and confidentiality, fitness to participate in WIL student declaration, jurisdictional and site-specific compulsory requirements, and other training modules.