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 land individual differences.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.

Examples are:

• Being receptive and responding appropriately to different viewpoints, to constructive feedback and to direction from academics and clinical staff.
• Interacting positively and effectively in groups with other students while attending activities related to the course.
• Contributing to on-line discussion forums and tutorials with peers and academics whilst using respectful language and tone.
• Coping with your own emotions, responses and behaviour effectively when dealing with challenging situations in the clinical setting.

Examples are:

• Complying with the requirement for student registration with the Australian Health Practitioner Regulation Agency (AHPRA).
• Complying with mandatory reporting requirements.
• Understanding and adhering to professional policy around the use of social media.
• Undertaking nursing care within the scope of practice relevant to the required knowledge and level of progression through your course of study.
• Understanding and adhering to legal requirements associated with the administration of medications.

• Actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual or group.
• Responding appropriately to a care request in the clinical environment.
• Providing the health care team with verbal handover reports related to patient care.
• Recognising and interpreting non-verbal cues of others and respond appropriately during activities related to the course.
• Incorporating the use of effective non-verbal cues such as eye contact when communicating with academics and peers during activities related to the course building positive learning relationships.
• Recognising and interpreting non-verbal cues of the health care team, peers, patients and others and respond appropriately during clinical placement.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks, and performing clinical skills within reasonable set timeframes.
• Applying knowledge of policy and procedures in the clinical setting.
• Applying theoretical knowledge and understanding health history when undertaking patient assessment during admissions in clinical practice.

Examples are:

• Focussing on and recognising objects that are either near or far, e.g. reading learning resources such as lecture and tutorial screens face-to-face on-campus or on-line; as well as reading examination papers and/or on-line computer quizzes.
• 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 wounds.
• Detecting changes in skin colour and general tissue perfusion.
• Hearing verbal communication from other students and lecturers during activities related to the course.
• Accurately interpreting the verbal communication and direction of clinical staff during emergency situations.
• Accurately detecting a blood pressure measurement, listening to heart, lung and bowel sounds by auscultation using a stethoscope.
• Responding to a care request by activation of a call bell or calls for help.
• Detecting changes in circulation observations e.g. assessing skin temperature and palpating pulses.
• Conducting a physical assessment detecting anatomical abnormalities e.g. swelling or alteration in texture.
• Using touch appropriately as an alternative means of conveying positive messages to patients such as emotional support and encouragement.

• Adhering to the registered nurse standards for practice, in particular, Standard 2
• Establishing, sustaining and concluding relationships in a way that differentiates the boundaries between professional and personal relationships.
• Communicating effectively and respecting a person's dignity, culture, values, beliefs and rights.
• Recognising that people are the experts in the experience of their life.
• Providing support and directing people to resources to optimise health-related decisions.
• Advocating on behalf of people in a manner that respects the person's autonomy and legal capacity.
• Using delegation, supervision, coordination, consultation and referrals in professional relationships to improve health outcomes.
• Actively fostering a culture of safety and learning that includes engaging with health professionals and others to share knowledge and practice that supports person-centred care.
• Participating in and/or leading collaborative practice.
• Reporting notifiable conduct of health professionals, health workers and others.

Examples are:

• Reflecting 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 practice issue is outside your scope.
• Identifying when your practice may be negatively affected by personal experience and/or reactions.
• Reflecting on your progress against the NMBA Registered Nurse Standards for Practice during work-integrated learning and identify sources and strategies to enhance practice and improve professional learning.

Examples are:

• Actively participating in activities related to the course.
• Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
• Participating in learning clinical skills and engaging in simulation activities during on-campus learning and teaching situations.
• Performing consistent care and completing repetitive tasks during clinical practice with sustained concentration and physical energy for an 8 to 12 hour period of time that may be at night.

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’ bedsides, bathrooms and equipment items while delivering care activities and responding to emergencies.
• Safely retrieving and utilising stock and equipment.
• Inserting a urinary catheter.
• 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.

• Adhering to the registered nurse standards for practice, in particular Standard 2.
• Establishing, sustaining and concluding relationships in a way that differentiates the boundaries between professional and personal relationships.
• Communicating effectively and respecting a person's dignity, culture, values, beliefs and rights.
• Recognising that people are the experts in the experience of their life.
• Providing support and directing people to resources to optimise health related decisions.
• Advocating on behalf of people in a manner that respects the person's autonomy and legal capacity.
• Using delegation, supervision, coordination, consultation and referrals in professional relationships to achieve improved health outcomes.
• Actively fostering a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person-centres care.
• Participating in and/or leading collaborative practice.
• Reporting notifiable conduct of health professionals, health workers and others.

Examples are:

• Competently using a desktop operating system like 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 assessments for the course.
• Regularly accessing the Internet for research and email for communication with peers and lecturers.

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 before 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) for the following diseases: COVID-19 (up-to-date status), Hepatitis B, Measles, Mumps and Rubella, Varicella, Pertussis, Influenza, and Tuberculosis screening. Respirator mask fit testing is also an annual requirement for this course.

The COVID-19 vaccination is mandatory to be eligible to attend a WIL placement for this course. Students must provide evidence of having an up-to-date COVID-19 vaccination status by the closing date before a WIL placement. The vaccine received must be a vaccine approved by the Therapeutic Goods Administration (TGA) of Australia.

Mandatory security requirements include an Australian Federal Police clearance, working with children check, and NDIS worker screening clearance.

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