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).
• Treating personal information obtained in classroom and clinical settings as private and confidential.
• Respecting an individual's/group's diversity by demonstrating sensitivity to religious cultural and individual differences.
• Demonstrating an ability to reflect on ethical dilemmas and issues and taking responsibility for ensuring awareness of ethical behaviour.

Examples are:

• Interacting positively and effectively with other students while attending activities related to the course.
• Being receptive and responding appropriately to different viewpoints, to constructive feedback and to direction from academics and clinical staff.
• Coping effectively with your own emotions, responses and behaviour when dealing with challenging situations in the clinical setting and in particular during emergencies.

Examples are:

• Complying with relevant child protection and safety legislation including mandatory reporting requirements by presenting a National Police Check (not older than 3 years)(if required).
• Obtaining a Working With Children Check before attending clinical placements (if required).
• Understanding and adhering to professional policy around the use of social media.
• Knowing, understanding and complying with legislative and regulatory requirements which are necessary pre-requisites to clinical placements (if required) in order to reduce the risk of harm, to self and others.

Examples are:

• Actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual or group.
• Verbally communicating your knowledge and skills with accuracy, appropriateness and effectiveness.
• Providing the health care team with verbal handover reports related to patient care.
• Recognising and interpreting non-verbal cues of peers, patients and others and responding appropriately during placement.
• Using appropriate facial expressions, eye contact and a range of body movements and gestures while being mindful of interpersonal space.
• Constructing your assessment work to academic standards with attention to correct grammar and punctuation.
• Constructing fluent summarised written text from complex and detailed information.
• Constructing legible reports in a timely manner to meet professional standards and clearly communicating the intended message.
• Accurately documenting patients' charts and records, meeting legal and professional requirements.
• Having access to a computer for your studies.
• Regularly accessing the Internet for research, and email for communication with peers and lecturers.
• Analysing, manipulating and displaying scientific information.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Applying knowledge of policy and procedures in clinical settings.
• Performing clinical skills within set time-frames.
• Applying theoretical knowledge to understand a patient's history when undertaking patient assessment during emergency situations.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions.
• Actively listening to information within a variety of academic and clinical and emergency situations.
• Reading and accurately interpreting information related to patients.
• Completing documentation that is accurate, clear and concise.
• Accurately reading and interpreting various measurements as well as calculating drug dosages in a timely manner during emergency and routine situations.
• Demonstrating accurate recording on a fluid balance chart.
• Recognising when a calculator may have given an incorrect answer.

Examples are:

• Focussing on and recognising objects that are either near or far.
• Observing non-verbal behaviour and other situations in a variety of professional settings.
• Accurately drawing up and administering medication.
• Observing and detecting subtle changes in a patient's response to emergency procedures in a timely manner.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to consistently and accurately monitor, assess and manage a patient's needs.
• Accurately interpreting the verbal communication and direction of clinical staff during emergency situations.
• Accurately detecting heart and breath sounds by auscultation.
• Accurately undertaking a blood pressure measurement by auscultation.
• Using touch in an appropriate manner when conveying positive messages for emotional support during difficult circumstances.
• Detecting any changes in circulation observations e.g. temperature and pulse palpation.
• Conducting physical assessments and detecting any anatomical abnormalities.

Examples are:

• Rapidly building rapport with other students, peers and patients in order to engage them professionally.
• Displaying empathy and respecting multiple points of view.

Examples are:

• Reflecting critically on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when a clinical practice issue is outside one's scope or expertise, and be able to reflect and learn from this experience.
• Identifying when one's practice may be negatively affected by personal experience and/or reactions, and be able to reflect and learn from this experience.
• Identifying, reflecting and learning from successful situations as well as opportunities for improvement.

Examples are:

• Actively participating in activities related to the course with adequate, sustained levels of physical energy and concentration. This may involve standing for extended periods of time.
• Participating in learning clinical skills and engaging in simulation activities during on-campus learning situations.
• Performing consistent care during critical emergency situations with sustained concentration and physical energy for an 8 to 12 hour period of time including night shifts.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to the course.
• Maintaining balance while safely mobilising and transferring individuals or resources.
• Moving with ease around patients and equipment items while performing delivery of care activities and responding to emergency situations.
• Safely retrieving and utilising stock and equipment.
• Inserting medical devices and performing invasive procedures.
• Manipulating intricate surgical instruments and equipment while dressing a wound.
• Manipulating syringes and needles during preparation and administration of medications addressing safety to self and others.
• Priming, accurately inserting and setting prescribed rates on an infusion device.

Examples are:

• Collaborating with other students and peers, modifying and reflecting on work or practice in response to supervisor feedback.
• Building rapport with other students, peers and stakeholders in order to engage them in effective clinical practice, for example, during scenarios, difficult situations and critical events.
• Reflecting critically on successful situations as well as opportunities for improvement.
• Interacting and engaging with individuals and groups in a respectful and culturally appropriate manner in a wide variety of clinical practice contexts.

Examples are:

• Competently using a computer desktop operating system such as Microsoft Windows or Mac OS X.
• Accessing a computer and having sufficient computer skills to engage in online learning, reading and responding as required to emails, and completing relevant activities and assessments for the course.
• Regularly accessing the Internet for research, and email for communication with other students, peers and lecturers.