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, clinical and practice 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.
• Being governed by codes, guidelines and policies outlined by the Australian Institute of Medical and Clinical Scientists (AIMS).
• Complying with the Australian Code for the Responsible Conduct of Research (National Health and Medical Research Council (NHMRC), Australian Research Council (ARC) and Universities Australia (UA)) and the National Statement on Ethical Conduct in Human Research (NHMRC).

Examples are:

• Interacting positively and effectively with other students, health practitioners and members of the public while attending activities related to the course.
• Being receptive and responding appropriately to different viewpoints, constructive feedback and direction from academics, clinical staff and practice supervisors.
• Coping effectively with your own emotions, responses and behaviour when dealing with challenging situations in the classroom, clinical and practice settings.

Examples are:

• Complying with relevant child protection and safety legislation including mandatory reporting requirements.
• 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 team members with clear concise verbal reports which relate to clients or patients.
• Recognising and interpreting non-verbal cues of all persons encountered during interactions and activities included in the course and responding appropriately.
• Using appropriate facial expressions, eye contact and gestures while being mindful of interpersonal space.
• Constructing your assessment work to academic standards with attention to correct grammar and punctuation and structure.
• 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, records and reports to meet 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 in-depth knowledge in response to academic assessment items.
• Applying knowledge of policy and procedures in the classroom, clinical and practice settings.
• Performing your duties within set time frames.
• Applying in-depth theoretical knowledge to understand best-practice when providing care or services.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions.
• Actively listening to information within a variety of academic, clinical and practice settings.
• Reading and accurately interpreting information related to patients and/or clients.
• Completing documentation that is accurate, clear and concise.
• Demonstrating effective use of numeracy skills to record data accurately.
• Applying in-depth numeracy skills to interpret and solve problems in a range of education, clinical and practice settings.

Examples are:

• Focussing on and recognising objects that are either near or far.
• Ability to visually distinguish colour in order to interpret results of investigations.
• Safely operating laboratory equipment.
• Sufficiently hearing verbal communication from other students, academics, clinical staff and practice supervisors during activities related to the course.
• Having sufficient auditory ability to consistently and accurately monitor, access and manage, and respond to patient and client needs.
• Accurately interpreting verbal communications and directions from staff.
• Using touch in an appropriate manner when conveying positive messages for emotional support during difficult circumstances.
• Conducting physical assessments and detecting anatomical abnormalities.

Examples are:

• Rapidly building rapport with people from all walks of life, as well as with colleagues and/or research participants and/or clients in the professional context.
• Maintaining positive working relationships when under stressful circumstances.
• Maintaining confidentiality in all contexts.

Examples are:

• Reflecting critically on topics taught during the course.
• Identifying when your practice may be negatively affected by personal experience and/or reactions and be able to reflect and learn from this experience.
• Reflecting on situations that may be difficult and sensitive.
• 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.
• Participating in learning clinical and practical laboratory skills and fully engaging in clinical practice 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 equipment.
• Moving with ease around patients and equipment items while performing delivery of care.
• Safely retrieving and utilising stock and equipment.
• Manipulating delicate, breakable equipment with ease and care.
• Manipulating syringes and needles with precision and care avoiding harm to self and others.

Examples are:

• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practice during a project, or modifying and reflecting on work integrated learning in response to supervisor feedback.
• Critically self-reflecting on situations that may/may not have gone well, and taking the learning point(s) from that situation.
• Interacting and engaging with individuals and groups in clinical practice and/or work placement in a respectful and culturally competent manner in a wide variety of contexts.

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 on-line 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.
• Using a variety of computer programs to analyse, manipulate and display scientific information applicable to your course of study.

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. Additional vaccinations and screening are subject to the site or state health authority.  

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. A Working with Children Check (WWCC) may also be required if on clinical placement where interaction with minors (<18 years) is likely.  Additional mandatory security requirements may apply to students who have resided overseas for 3 months or more.

Other mandatory requirements may include a First Aid and CPR certificate, student agreement to privacy and confidentiality, fitness to participate in WIL student declaration, jurisdictional and site-specific compulsory requirements, other training modules and Respiratory Mask Fit Testing.