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:

• 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.

Examples are:

• 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.
• 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.
• 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 in relation to midwifery care when undertaking assessment of women during clinical practice.
• Actively listening to information within a variety of academic and clinical situations.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Nursing and Midwifery.
• Reading and accurately interpreting plans of care and medication orders for women and infants.
• Completing midwifery documentation that is accurate, clear and concise.
• Performing accurate drug calculations in a timely manner in medication administration assessments and in clinical practice.
• 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, 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 various observations such as a blood pressure measurement, listening to the fetal and maternal heart rates, 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 various maternal and infant observations e.g. assessing uterine contractions, skin temperature and palpating pulses.
• Conducting a physical assessment detecting anatomical abnormalities e.g. swelling.
• Using touch appropriately as an alternative means of conveying positive messages to women such as emotional support and encouragement.

Examples are:

• Rapidly building rapport with women and their families, from all walks of life, as well as with colleagues and healthcare staff in both the academic and clinical environment.
• Maintaining positive working relationships when under stressful circumstances.
• Maintaining confidentiality in all contexts.

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, judgment or action.
• Identifying when a practice issue is outside your scope of expertise.
• Identifying when your practice may be negatively affected by personal experience and/or reactions.
• Reflecting on situations that may be challenging, difficult and sensitive.

Examples are:

• Actively participating in activities related to the course and professional experience to the required standard and for the required duration.
• Performing with the required mental energy and endurance to correctly fulfill emergency services practice and requirements.

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 women and infants or resources.
• Moving with ease around womens' bedsides, birthing suite, bathrooms and equipment items while performing the delivery of care activities and responding to emergency situations.
• Safely retrieving and utilising stock and equipment.
• Inserting a urinary catheter.
• Manipulating intricate equipment to assist with instrument births, resuscitations, and other relevant procedures.
• 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:

• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practice, or modifying and reflecting on work in response to supervisor feedback.
• Rapidly building rapport with colleagues and stakeholders in order to engage them in effective emergency services practice, for example during difficult situations and crises situations.
• Critically self-reflecting on situations that may/may not have gone well, and take the learning point(s) from that situation.
• Interacting and engaging with individuals and groups in emergency services practice in a respectful and culturally competent manner in a wide variety of contexts.

Examples are:

• 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.