Examples:

• 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:

• 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:

• 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:

• 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 responding 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.

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 complete 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 performing the delivery of care activities and responding to emergency situations.
• 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.

Examples are:

• Competently using a 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 assessments for the course.
• Regularly accessing the Internet for research, and email for communication with peers and lecturers.