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).
• Complying with the Code of Conduct for health professionals as set out by Ahpra and National Boards.
• 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 take responsibility for ensuring awareness of and adherence to 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.
• Maintaining your composure when dealing with challenging situations that can arise in the clinical environment.
• Acknowledging and processing your own emotions to develop resilience to stressful situations in the clinical environment.

Examples are:

• Complying with clinical sites' requirements. These include criminal record checks and child protection and safety legislation including mandatory reporting requirements. (e.g. National Criminal Record Check and Working with Children Check).
• Understanding and adhering to professional and facility standards and policies around the use of social media.
• Knowing, understanding and complying with legislative, regulatory requirements and policy directives which are necessary prerequisites to clinical placements in order to reduce the risk of harm, to self and others (for example occupational assessment, screening and vaccination against infectious diseases).
• Knowing, understanding and complying with medico-legal requirements related to consent to treatment.
• Complying with the requirements for mandatory reporting for student registration with the Australian Health Practitioner Regulation Agency (AHPRA).

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 in the English language with accuracy, appropriateness and effectiveness.
• Providing team members with clear and concise verbal reports related to patient clinical presentation, situation/presentation, background history, clinical assessment and results of imaging examinations.
• Interpreting verbal instructions and reports from team members and responding appropriately.
• Interpreting and responding appropriately to verbal information from patients.
• Communicating with patients in an empathic and caring manner.
• Recognising and interpreting non-verbal cues of peers, patients and others and responding appropriately.
• Employing appropriate non-verbal communication when interacting with peers, patients and others.
• 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 charts and records, meeting 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 displaying text-based information and medical images.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Applying knowledge of policy and procedures in clinical settings.
• Performing your duties within set time-frames.
• Applying theoretical knowledge to understand a patient's history when undertaking patient assessment.
• Applying theoretical knowledge to plan, optimise and carry out imaging examinations.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions.
• Actively listening to information within a variety of academic, clinical and emergency situations.
• Reading and accurately interpreting information related to patients.
• Completing documentation that is accurate, clear and concise.
• Demonstrating competency in applying basic mathematics knowledge and skills in manipulating technical parameters during imaging examinations.
• Applying numeracy skills to interpret and solve problems in a range of educational and clinical settings.
• Having practical skills and be able to evaluate data in order to assess patients and evaluate findings in a safe and effective manner.

Examples are:

• Focussing on and recognising objects at both close and long viewing distances.
• Responding to visual stimuli in both central and peripheral fields of vision.
• Performing technical tasks in a range of ambient lighting levels.
• Interacting with visual displays and indicators on equipment.
• Detecting subtle changes in patient position during imaging examinations.
• Monitoring patient movements, expressions and appearance to detect changes in a patient's condition.
• Identifying and interpreting diagnostic image appearances of both high and low contrast and spatial frequency.
• Assessing the technical quality of medical images based on image appearances.
• Selecting optimal images and differentiating pathology using visual pattern recognition.
• 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 verbal communications and directions from staff.
• Using touch in an appropriate manner when conveying positive messages for emotional support or encouragement.
• Using tactile assessment to monitor and assess patient conditions.
• Using tactile cues in setting up and carrying out imaging examinations.

Examples are:

• Collaborating with fellow students and clinical staff in planning, modifying and completing projects and procedures.
• Demonstrating respect for and consideration of divergent points of view within teams.
• Adapting to a variety of styles of instruction, feedback and supervision on clinical placements.
• Rapidly building rapport with patients to engage cooperation, elicit information and provide effective care in carrying out imaging examinations.
• Interacting and engaging with individuals and groups in a respectful and culturally competent manner.
• Responding constructively to feedback on performance

Examples are:

• Assessing your own performance in a range of environments, including the classroom, clinical simulation laboratories and clinical workplace.
• Identifying contributing factors to your thinking patterns, actions and behaviours.
• Identifying when your performance may be negatively affected by your emotional response.
• Evaluating your knowledge and skills to determine whether or not a clinical activity is within your scope of practice.
• Formulating an action plan to address an identified performance gap.

Examples are:

• Actively participating in activities related to the course with adequate, sustained levels of physical energy and concentration.
• Participating in learning clinical skills and fully engaging in clinical practice activities.
• Having a sustained level of concentration and physical endurance during clinical placements and in your professional daily activities.
• Maintaining a high level of physical activity (walking, standing, bending, reaching, lifting) for multiple hours at a time during clinical placements.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to the course.
• Maintaining your own and your patient's balance when transferring and mobilising.
• Providing physical support to patients during transfers and position changes.
• Lifting, carrying, pushing, pulling and reaching for equipment in performing imaging examinations.
• Moving with ease around patients and equipment items while performing delivery of care.
• Safely retrieving and utilising stock and equipment.
• Manipulating delicate, breakable and sensitive equipment with ease and care
• Handling patients gently to prevent injury and communicate care.
• Making both large and fine adjustments to patient positions for imaging examinations.
• Making fine adjustments to positions and settings of equipment.

Examples are:

• Being a productive member of a small group learning team during clinical simulation units of study.
• Providing feedback to and responding to feedback from peers in learning teams.
• Developing and sustaining rapport with supervising clinicians during clinical placements to support effective working relationships, positive learning environments and positive outcomes for patients.

Examples are:

• Using the Moodle learning management system to engage with classmates and your instructor, access learning materials and undertake assessments.
• Using word processing, presentation and spreadsheet applications in undertaking assessments.
• Using computer-based image acquisition systems to produce, process and optimise radiographic and computed tomography images.
• Using facility Picture Archiving and Communications Systems (PACS) to retrieve, view and manipulate medical diagnostic images.
• Retrieving patient information and documenting procedures in Hospital Information Systems (HIS) and Radiology Information Systems (RIS) during clinical placements.

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. 

Mandatory health requirements include immunisation and vaccination evidence (and serology where required) to the following diseases:  Hepatitis B, Measles, Mumps and Rubella, Varicella, Pertussis, Influenza (recommended only) and Tuberculosis screening. Additional vaccinations and screening are subject to the site or state health authority. Respirator mask fit testing is also an annual requirement for this course. 

Effective 25 September 2023, updates have been made to the COVID-19 vaccination mandate for Queensland Health sites and the Queensland Ambulance Service. While Queensland Health does not currently mandate evidence of COVID-19 vaccination, it's essential to recognise that other organisations may enforce their own vaccination specific criteria. This situation is similar across other states and territories, with the exception of Australian Capital Territory, New South Wales, Victoria and South Australia, where COVID-19 vaccination is mandatory for all healthcare students.    

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

Other mandatory requirements include a 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.