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 take responsibility for ensuring awareness of and adherence to ethical behaviour.
• Maintaining ethical behaviour in all contexts.
• Complying with the rules and regulations of the Australasian Sonographer's Association 'Code of Conduct' and 'Standards of Practice'.
• Complying with the position statements for 'clinical practice' of the Cardiac Society of Australia and New Zealand (CSANZ).

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 take responsibility for ensuring awareness of and adherence to ethical behaviour.
• Maintaining ethical behaviour in all contexts.
• Complying with the rules and regulations of the Australasian Sonographer's Association 'Code of Conduct' and 'Standards of Practice'.
• Complying with the position statements for 'clinical practice' of the Cardiac Society of Australia and New Zealand (CSANZ).

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 to ensure your safety and well-being and the patient's safety and well-being.

Examples are:

• Complying with clinical sites requirements. These include criminal record checks and child protection and safety legislation including mandatory reporting requirements. (National Criminal Record Check and Working with Children Check).
• Understanding and adhering to professional policy around the use of social media.
• Knowing, understanding and complying with legislative, regulatory requirements and policy directives which are necessary pre-requisites to clinical placements in order to reduce the risk of harm, to self and others (for example occupational assessment, screening and vaccination against infectious diseases).

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 related to patient clinical presentation, situation/presentation, background history, clinical assessment and result of the ultrasound.
• Communicating with patients in an empathic and caring manner.
• Recognising and interpreting non-verbal cues of peers, patients and others and responding appropriately.
• Using appropriate facial expressions, eye contact and gestures while being mindful of interpersonal space.
• When required, needing to recognise and interpret non-verbal cues of others and responding appropriately during activities related to the course and clinical placements.
• 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 charts and records meeting 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 appropriate knowledge in response to academic assessment items.
• Applying knowledge of policy and procedures in clinical settings.
• Performing your duties within set time-frames.
• When applicable, applying theoretical knowledge to understand a patient's history when undertaking patient assessment.
• Applying theoretical knowledge of the human body systems and Echocardiography to enable cardiac information gathering and interpretation.
• 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.
• Demonstrating competency in applying basic mathematics knowledge and skills in using adaptive equipment that correctly meets client measurement requirements.
• Applying numeracy skills to interpret and solve problems in a range of educational and clinical settings.
• Having practical skills and be able to evaluate data in order to assess patients and evaluate findings in a safe and effective manner.

Examples are:

• Focusing on and recognising objects that are either near or far.
• Safely operating electronic equipment.
• Reading and interpreting diagnostic images, scans, videos, or 3D or 4D ECG un-zoomed, rhythm analysis, blood pressures and high volumes of anatomy and diagnostic data.
• Recognising variations in and interpreting diagnostic images using grey scale ultrasound, pulsed wave Doppler and colour Doppler imaging, Strain speckle tracking and 4D imaging.
• Visually distinguishing red from blue to determine the direction of blood flow.
• Viewing 3D anatomy in real time on a 2D screen.
• Selecting an optimal image and differentiating pathology using visual pattern recognition.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to consistently and accurately monitor, asses and manage a patient's needs.
• Accurately interpreting verbal communications and directions from staff.
• Hearing computer generated sounds which indicate pathology in the patient.
• Determining different blood flow velocities from computer generated Doppler.
• Performing auscultation and blood pressure manually.
• Using touch in an appropriate manner when conveying positive messages for emotional support during difficult circumstances.
• Conducting physical assessments using an ultrasound machine and detecting any anatomical abnormalities.
• Moving an ultrasound transducer in multiple planes.
• Undertaking fine motor manipulations of the ultrasound transducer in order to slide, rotate, tilt and fan through a structure to detect pathology.
• Transferring patients on and off beds and Cath lab tables.
• Operating equipment such as ECG machines and Treadmills with highly fragile parts.

Examples are:

• Collaborating with fellow students and clinical staff in planning, modifying and completing projects and procedures.
• Demonstrating respect for and consideration of divergent points of view within teams.
• Adapting to a variety of styles of instruction, feedback and supervision on clinical placements.
• Rapidly building rapport with patients to engage cooperation, elicit information and provide effective care in carrying out imaging examinations.
• Interacting and engaging with individuals and groups in a respectful and culturally competent manner.
• Responding constructively to feedback on performance.

Examples are:

• Assessing your own performance in a range of environments, including the classroom, clinical simulation laboratories and clinical workplace.
• Identifying contributing factors to your thinking patterns, actions and behaviours.
• Identifying when your performance may be negatively affected by your emotional response.
• Evaluating your knowledge and skills to determine whether or not a clinical activity is within your scope of practice.
• Being able to evaluate the effectiveness of assessment data that has been determined and identify areas for improvement.
• Ability to relate new knowledge to prior understanding.
• Formulating an action plan to address an identified performance gap.

Examples are:

• Actively participating in activities related to the course with adequate, sustained levels of physical energy and concentration.
• Participating in learning clinical skills and fully engaging in clinical practice activities.
• Having a sustained level of concentration and physical endurance during clinical placements and in your professional daily 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 and large equipment.
• Moving with ease around patients and equipment items while performing delivery of care.
• Safely retrieving and utilising stock and equipment.
• Moving relatively heavy equipment up to and beyond 11 kg.
• Completing manual handling techniques to transfer patients and patients beds and wheel chairs.
• Manoeuvring about critical care machine and extending your body around them.
• Manipulating delicate, breakable and sensitive equipment such as ultrasound machines, transducers and other ultrasonic equipment with ease and care.
• Performing ECGs with small parts and leads.
• Moving an ultrasound transducer in multiple planes.
• Undertaking manipulations of the ultrasound transducer in order to slide, rotate, tilt and fan through a structure to detect pathology.

Examples are:

• Being a productive team member during learning activities in simulation and during clinical practice.
• Providing feedback to and responding to feedback from peers in learning teams.
• Developing and sustaining rapport with supervising clinicians during clinical practice to support effective working relationships, positive learning environments and positive outcomes for patients.

Examples are:

• Using the Moodle learning management system to engage with classmates and your instructor, access learning materials and undertake assessments.
• Using word processing, presentation and spreadsheet applications in undertaking assessments.
• Using ultrasound systems to produce, process and optimise echocardiographic images.
• Using 12 Lead ECG systems to capture and evaluate cardiac rhythm.
• Using facility Picture Archiving and Communications Systems (PACS) to retrieve, view and manipulate medical diagnostic images.
• Retrieving patient information and documenting procedures in Hospital Information Systems (HIS) and Radiology Information Systems (RIS) during clinical practice.

Work-Integrated Learning (WIL) placements apply to this course in years 2-4, and must be completed to satisfy both degree and Australian Sonographer Accreditation Registry (ASAR) requirements.  Attendance is subject to compulsory pre-placement conditions referred to as mandatory checks.

Mandatory checks are determined by industry, organisations, legislation, regulations, policies, and procedures. To be eligible for a WIL placement, students must both achieve compliance with mandatory checks by published closing dates and maintain current evidence for the duration of course enrolment. 

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. Respirator mask fit testing is also an annual requirement for this course.

Whilst on placement, students will perform cardiac assessment and provide hands-on care to people who may be ill or injured.  Students will need to be physically fit, able to stand and walk for extended periods, lift, stretch, carry heavy loads and have sufficient visual acuity and contrast sensitivity to assess fine detail in images and perform safely in a range of lighting conditions.  A student may be determined ineligible for placement based on the inability to perform required tasks, or if the student is determined as a risk to clients, staff or other stakeholders.

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 working with children check.

Other mandatory requirements include a CPR certificate, student ID, student agreement to privacy and confidentiality, fitness to participate in WIL student declaration, jurisdictional and site-specific compulsory requirements, and other training modules. 

Students must register with ASAR as an 'Accredited Student Sonographer'.  Students do not need to enter the registry until their first clinical placement in year 2 of the course offering.

Students must prepare financially and personally to relocate for WIL placements.  Due to limited host availability, students may be allocated to facilities or regions not of their choosing.

Students are encouraged to review published Inherent Requirements that outline essential capabilities, knowledge, behaviours and skills that are need to complete clinical placement units and this course.