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 take responsibility for ensuring awareness of and adherence to ethical behaviour.

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 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.
• Coping effectively with your own emotions, responses and behaviour when dealing with challenging situations in the clinical setting to ensure your safety and well-being and the patient's safety and well-being.

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 team members with clear concise verbal reports related to patient clinical presentation, situation/presentation, background history, clinical assessment and result of the ultrasound.
• Communicating with patients in an empathic and caring manner.
• Recognising and interpreting non-verbal cues of peers, patients and others and responding appropriately.
• Using appropriate facial expressions, eye contact and gestures while being mindful of interpersonal space.
• When required, needing to recognise and interpret non-verbal cues of others and responding appropriately during activities related to the course and clinical placements.
• 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 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 your duties within set time-frames.
• When applicable, applying theoretical knowledge to understand a patient's history when undertaking patient assessment.
• Applying theoretical knowledge of the human body systems to enable information gathering and interpretation.
• 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.
• Demonstrating competency in applying basic mathematics knowledge and skills in using adaptive equipment that correctly meets client measurement requirements.
• 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:

• Focusing on and recognising objects that are either near or far.
• Safely operating electronic equipment.
• Reading and interpreting diagnostic images, scans and videos.
• Recognising variations in and interpreting diagnostic images using grey scale ultrasound, pulsed wave Doppler and colour Doppler imaging.
• Visually distinguishing red from blue to determine the direction of blood flow.
• Viewing 3D anatomy in real time on a 2D screen.
• Selecting an optimal image 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, asses and manage a patient's needs.
• Accurately interpreting verbal communications and directions from staff.
• Hearing computer generated sounds which indicate pathology in the patient.
• Determining different blood flow velocities from computer generated Doppler.
• Performing auscultation and blood pressure manually.
• Using touch in an appropriate manner when conveying positive messages for emotional support during difficult circumstances.
• Conducting physical assessments using an ultrasound machine and detecting any anatomical abnormalities.
• Moving an ultrasound transducer in multiple planes.
• Undertaking fine motor manipulations of the ultrasound transducer in order to slide, rotate, tilt and fan through a structure to detect pathology.
• Transferring patients on and off beds.

Examples are:

• Ability to relate new knowledge to prior understanding.
• Being able to evaluate the effectiveness of assessment data that has been determined and identify areas for improvement.

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.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to the course.
• Maintaining balance while safely transferring delicate and large equipment.
• Moving with ease around patients and equipment items while performing delivery of care.
• Safely retrieving and utilising stock and equipment.
• Moving relatively heavy equipment up to and beyond 11 kg.
• Completing manual handling techniques to transfer patients and patients beds and wheel chairs.
• Manoeuvring about critical care machine and extending your body around them.
• Manipulating delicate, breakable and sensitive equipment such as ultrasound machines, transducers and other ultrasonic equipment with ease and care.
• Moving an ultrasound transducer in multiple planes.
  
• Undertaking manipulations of the ultrasound transducer in order to slide, rotate, tilt and fan through a structure to detect pathology.