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.

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. 

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 and students must hold a current and valid registered nursing licence with AHPRA to be considered for entry into the course and ongoing enrolment in the degree. It is a course requirement that all students maintain their AHPRA nursing registration for the duration of the course. Students must immediately report any professional investigations into their nursing practice and employment, and/or any restriction or suspension of their AHPRA registration to CQUniversity.

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.