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).
• Obtaining a Working With Children Check before attending clinical placements.
• 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 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.

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, and Tuberculosis screening. 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.

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