CB29 - Bachelor of Oral Health

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Conduct Policy and Procedures, and the 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 ethical behaviour.
• Complying with medico-legal requirements relating to infection control, informed consent, vaccinations, privacy and confidentiality with patient/client information in academic and clinical settings.

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 clinical settings.

Examples are:

• Complying with relevant child protection and safety legislation including mandatory reporting requirements.
• Complying with the requirements for student registration with the Dental Board of Australia via the Australian Health Practitioner Regulation Agency (Ahpra).
• Comply with local health setting/Queensland Health clinical placement requirements. 
• Understand that compulsory clinical placements are allocated by academic staff and are non-negotiable unless there are compelling reasons. 
• Understanding and preparing for the additional costs and travel that may be associated with the course (e.g. uniform and personal protective equipment requirements, textbooks, support material and equipment such as simulation typodont models) and clinical placements (e.g. travel, accommodation and living costs associated with clinical placements located outside of your primary residence, and completing pre-clinical health and training requirements such as the Blue Card and a National Police Check and vaccinations/immunisations).
• 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.
• Complying with the Dental Board of Australia's Guidelines for Registered health practitioners and students in relation to blood-borne viruses (6 July 2020) in terms of being aware of their blood-borne virus (BBV) status and being offered testing for BBVs at or before entry to their course. Student health care workers who will be performing exposure prone procedures (EPP) must be tested for BBVs in accordance with these Guidelines.

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 handover reports related to patients.
• Using appropriate facial expressions, eye contact and gestures while being mindful of interpersonal space.
• Recognising and interpreting non-verbal cues of others and respond 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 clinical records to meet legal and professional requirements.

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 timeframes.
• Applying theoretical knowledge to understand patient’s history when undertaking patient assessment.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions.
• Actively listening to information within a variety of situations.
• Reading and accurately interpreting information related to patients.
• Completing documentation that is accurate, clear and concise.
• Applying numeracy skills to record, interpret and solve problems in a range of educational and clinical settings.

Examples are:

• Focusing on and recognising objects that are either near or far.
• Safely operating electronic equipment.
• Using sight for safe practice when performing preventive and operative dentistry.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to consistently and accurately monitor, assess and manage patient’s needs.
• Being able to able to sufficiently hear verbal communication from patients in order to provide patient care and disease prevention information.
• Accurately interpreting verbal communications, and directions from staff.
• Using touch in an appropriate manner when conveying positive messages for emotional support during difficult circumstances.
• Using tactile abilities when performing preventive and operative dentistry.

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 dental examinations and procedures.
• 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 state.
• Evaluating your knowledge and skills to determine whether or not a clinical activity is within your scope of practice.
• 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.
• Participate in learning clinical skills and fully engage 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 dental 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.
• Using high speed and low speed handpieces precisely, accurately and safely avoiding harm to self and others.
• Manipulating extraction forceps and other dental instruments precisely, accurately and safely avoiding harm to self and others.
• Dispensing and applying chemicals and dental materials precisely, accurately and safely avoiding harm to self and others.

Examples are:

• Being a productive member of a small group learning team during pre-clinical and clinical units of study.
• Providing feedback to and responding to feedback from peers in learning teams.
• Developing and sustaining rapport with supervising clinicians during clinical placements to support effective working relationships, positive learning environments and positive outcomes for patients.

Examples are:

• Access to a computer and the internet for studies, research, and email for communication with peers and lecturers.
• Analysing, manipulating and displaying scientific information.

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 ethical behaviour.
• Complying with medico-legal requirements relating to infection control, informed consent, vaccinations, privacy and confidentiality with patient/client information in academic and clinical settings.

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 clinical settings.

Examples are:

• Complying with relevant child protection and safety legislation including mandatory reporting requirements.
• Complying with the requirements for student registration with the Dental Board of Australia via the Australian Health Practitioner Regulation Agency (AHPRA).
• Comply with local health setting/Queensland Health clinical placement requirements. 
• Understand that compulsory clinical placements are allocated by academic staff and are non-negotiable unless there are compelling reasons. 
• Understanding and preparing for the additional costs and travel that may be associated with the course (e.g. uniform and personal protective equipment requirements, textbooks, support material and equipment such as simulation typodont models) and clinical placements (e.g. travel, accommodation and living costs associated with clinical placements located outside of your primary residence, and completing pre-clinical health and training requirements such as the Blue Card and a National Police Check and vaccinations/immunisations).
• 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.
• Complying with the Dental Board of Australia's Guidelines for Registered health practitioners and students in relation to blood-borne viruses (6 July 2020) in terms of being aware of their blood-borne virus (BBV) status and being offered testing for BBVs at or before entry to their course. Student health care workers who will be performing EPPs must be tested for BBVs in accordance with these Guidelines.

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 handover reports related to patients.
• Using appropriate facial expressions, eye contact and gestures while being mindful of interpersonal space.
• Recognising and interpreting non-verbal cues of others and respond 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 clinical records to meet legal and professional requirements.

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 timeframes.
• Applying theoretical knowledge to understand patient’s history when undertaking patient assessment.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions.
• Actively listening to information within a variety of situations.
• Reading and accurately interpreting information related to patients.
• Completing documentation that is accurate, clear and concise.
• Applying numeracy skills to record, interpret and solve problems in a range of educational and clinical settings.

Examples are:

• Focusing on and recognising objects that are either near or far.
• Safely operating electronic equipment.
• Using sight for safe practice when performing preventive and operative dentistry.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to consistently and accurately monitor, assess and manage patient’s needs.
• Being able to able to sufficiently hear verbal communication from patients in order to provide patient care and disease prevention information.
• Accurately interpreting verbal communications, and directions from staff.
• Using touch in an appropriate manner when conveying positive messages for emotional support during difficult circumstances.
• Using tactile abilities when performing preventive and operative dentistry.

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 dental examinations and procedures.
• 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 state.
• Evaluating your knowledge and skills to determine whether or not a clinical activity is within your scope of practice.
• 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.
• Participate in learning clinical skills and fully engage 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 dental 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.
• Using high speed and low speed handpieces precisely, accurately and safely avoiding harm to self and others.
• Manipulating extraction forceps and other dental instruments precisely, accurately and safely avoiding harm to self and others.
• Dispensing and applying chemicals and dental materials precisely, accurately and safely avoiding harm to self and others.

Examples are:

• Being a productive member of a small group learning team during pre-clinical and clinical units of study.
• Providing feedback to and responding to feedback from peers in learning teams.
• Developing and sustaining rapport with supervising clinicians during clinical placements to support effective working relationships, positive learning environments and positive outcomes for patients.

Examples are:

• Access to a computer and the internet for studies, research, and email for communication with peers and lecturers.
• Analysing, manipulating and displaying scientific information.

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 ethical behaviour.
• Complying with medico-legal requirements relating to infection control, informed consent, vaccinations, privacy and confidentiality with patient/client information in academic and clinical settings.

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 clinical settings.

Examples are:

• Complying with relevant child protection and safety legislation including mandatory reporting requirements.
• Complying with the requirements for student registration with the Dental Board of Australia via the Australian Health Practitioner Regulation Agency (AHPRA).
• Comply with local health setting/Queensland Health clinical placement requirements. 
• Understand that compulsory clinical placement are allocated by academic staff and are non-negotiable unless there are compelling reasons. 
• Understanding and preparing for the additional costs and travel that may be associated with the course (e.g. uniform and personal protective equipment requirements, textbooks, support material and equipment such as simulation typodont models) and clinical placements (e.g. travel, accommodation and living costs associated with clinical placements located outside of your primary residence, and completing pre-clinical health and training requirements such as the Blue Card and a National Police Check and vaccinations/immunisations).
• 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.
• Complying with the Dental Board of Australia's Guidelines for Registered health practitioners and students in relation to blood-borne viruses (6 July 2020) in terms of being aware of their blood-borne virus (BBV) status and being offered testing for BBVs at or before entry to their course. Student health care workers who will be performing EPPs must be tested for BBVs in accordance with these Guidelines.

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 handover reports related to patients.
• Using appropriate facial expressions, eye contact and gestures while being mindful of interpersonal space.
• Recognising and interpreting non-verbal cues of others and respond 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 clinical records to meet legal and professional requirements.

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 timeframes.
• Applying theoretical knowledge to understand patient’s history when undertaking patient assessment.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions.
• Actively listening to information within a variety of situations.
• Reading and accurately interpreting information related to patients.
• Completing documentation that is accurate, clear and concise.
• Applying numeracy skills to record, interpret and solve problems in a range of educational and clinical settings.

Examples are:

• Focusing on and recognising objects that are either near or far.
• Safely operating electronic equipment.
• Using sight for safe practice when performing preventive and operative dentistry.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to consistently and accurately monitor, assess and manage patient’s needs.
• Being able to able to sufficiently hear verbal communication from patients in order to provide patient care and disease prevention information.
• Accurately interpreting verbal communications, and directions from staff.
• Using touch in an appropriate manner when conveying positive messages for emotional support during difficult circumstances.
• Using tactile abilities when performing preventive and operative dentistry.

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 dental examinations and procedures.
• 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 state.
• Evaluating your knowledge and skills to determine whether or not a clinical activity is within your scope of practice.
• 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.
• Participate in learning clinical skills and fully engage 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 dental 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.
• Using high speed and low speed handpieces precisely, accurately and safely avoiding harm to self and others.
• Manipulating extraction forceps and other dental instruments precisely, accurately and safely avoiding harm to self and others.
• Dispensing and applying chemicals and dental materials precisely, accurately and safely avoiding harm to self and others.

Examples are:

• Being a productive member of a small group learning team during pre-clinical and clinical units of study.
• Providing feedback to and responding to feedback from peers in learning teams.
• Developing and sustaining rapport with supervising clinicians during clinical placements to support effective working relationships, positive learning environments and positive outcomes for patients.

Examples are:

• Access to a computer and the internet for studies, research, and email for communication with peers and lecturers.
• Analysing, manipulating and displaying scientific information.

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 ethical behaviour.
• Complying with medico-legal requirements relating to infection control, informed consent, vaccinations, privacy and confidentiality with patient/client information in academic and clinical settings.

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 clinical settings.

Examples are:

• Complying with relevant child protection and safety legislation including mandatory reporting requirements.
• Complying with the requirements for student registration with the Dental Board of Australia via the Australian Health Practitioner Regulation Agency (AHPRA).
• Comply with local health setting/Queensland Health clinical placement requirements. 
• Understand that compulsory clinical placement are allocated by academic staff and are non-negotiable unless there are compelling reasons. 
• Understanding and preparing for the additional costs and travel that may be associated with the course (e.g. uniform and personal protective equipment requirements, textbooks, support material and equipment such as simulation typodont models) and clinical placements (e.g. travel, accommodation and living costs associated with clinical placements located outside of your primary residence, and completing pre-clinical health and training requirements such as the Blue Card and a National Police Check and vaccinations/immunisations).
• 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.
• Complying with the Dental Board of Australia's Guidelines for Registered health practitioners and students in relation to blood-borne viruses (6 July 2020) in terms of being aware of their blood-borne virus (BBV) status and being offered testing for BBVs at or before entry to their course. Student health care workers who will be performing EPPs must be tested for BBVs in accordance with these Guidelines.

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 handover reports related to patients.
• Using appropriate facial expressions, eye contact and gestures while being mindful of interpersonal space.
  
• Recognising and interpreting non-verbal cues of others and respond 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 clinical records to meet legal and professional requirements.

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 timeframes.
• Applying theoretical knowledge to understand patient’s history when undertaking patient assessment.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions.
• Actively listening to information within a variety of situations.
• Reading and accurately interpreting information related to patients.
• Completing documentation that is accurate, clear and concise.
• Applying numeracy skills to record, interpret and solve problems in a range of educational and clinical settings.
  

Examples are:

• Focusing on and recognising objects that are either near or far.
• Safely operating electronic equipment.
• Using sight for safe practice when performing preventive and operative dentistry.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to consistently and accurately monitor, assess and manage patient’s needs.
• Being able to able to sufficiently hear verbal communication from patients in order to provide patient care and disease prevention information.
• Accurately interpreting verbal communications, and directions from staff.
• Using touch in an appropriate manner when conveying positive messages for emotional support during difficult circumstances.
• Using tactile abilities when performing preventive and operative dentistry.

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 dental examinations and procedures.
• 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 state.
• Evaluating your knowledge and skills to determine whether or not a clinical activity is within your scope of practice.
• 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.
• Participate in learning clinical skills and fully engage 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 dental 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.
• Using high speed and low speed handpieces precisely, accurately and safely avoiding harm to self and others.
• Manipulating extraction forceps and other dental instruments precisely, accurately and safely avoiding harm to self and others.
• Dispensing and applying chemicals and dental materials precisely, accurately and safely avoiding harm to self and others.

Examples are:

• Being a productive member of a small group learning team during pre-clinical and clinical units of study.
• Providing feedback to and responding to feedback from peers in learning teams.
• Developing and sustaining rapport with supervising clinicians during clinical placements to support effective working relationships, positive learning environments and positive outcomes for patients.
  
  

Examples are:

• Access to a computer and the internet for studies, research, and email for communication with peers and lecturers.
• Analysing, manipulating and displaying scientific information.

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 ethical behaviour.
• Complying with medico-legal requirements relating to infection control, informed consent, vaccinations, privacy and confidentiality with patient/client information in academic and clinical settings.

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 clinical settings.

Examples are:

• Complying with relevant child protection and safety legislation including mandatory reporting requirements.
• Complying with the requirements for student registration with the Dental Board of Australia via the Australian Health Practitioner Regulation Agency (AHPRA).
• Comply with local health setting/Queensland Health clinical placement requirements. 
• Understand that compulsory clinical placement are allocated by academic staff and are non-negotiable unless there are compelling reasons. 
• Understanding and preparing for the additional costs and travel that may be associated with the course (e.g. uniform and personal protective equipment requirements, textbooks, support material and equipment such as simulation typodont models) and clinical placements (e.g. travel, accommodation and living costs associated with clinical placements located outside of your primary residence, and completing pre-clinical health and training requirements such as the Blue Card and a National Police Check and vaccinations/immunisations).
• 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.
• Complying with the Dental Board of Australia's Guidelines for Registered health practitioners and students in relation to blood-borne viruses (6 July 2020) in terms of being aware of their blood-borne virus (BBV) status and being offered testing for BBVs at or before entry to their course. Student health care workers who will be performing EPPs must be tested for BBVs in accordance with these Guidelines.

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 handover reports related to patients.
• Recognising and interpreting non-verbal cues of peers, patients and others and respond appropriately.
• Using appropriate facial expressions, eye contact and gestures while being mindful of interpersonal space.
• When required, Recognising and interpreting non-verbal cues of others and respond 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 to a computer for 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 timeframes.
• When applicable, applying theoretical knowledge to understand patient’s history when undertaking patient assessment during emergency situations.
• 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 effective use of numeracy skills to record accurate measurements and interpreting measurements in client notes.
• Applying numeracy skills to record, interpret and solve problems in a range of educational and clinical settings.

Examples are:

• Focusing on and recognising objects that are either near or far.
• Safely operating electronic equipment.
• Using sight for safe practice when performing preventive and operative dentistry.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to consistently and accurately monitor, assess and manage patient’s needs.
• Being able to able to sufficiently hear verbal communication from patients in order to provide patient care and disease prevention information.
• Accurately interpreting verbal communications, and directions from staff.
• Using touch in an appropriate manner when conveying positive messages for emotional support during difficult circumstances.
• Using tactile abilities when performing preventive and operative dentistry.

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 dental examinations and procedures.
• 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.
• 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.
• Participate in learning clinical skills and fully engage 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 dental 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.
• Using high speed and low speed drills precisely, accurately and safely avoiding harm to self and others.
• Manipulating extraction forceps and other dental instruments precisely, accurately and safely avoiding harm to self and others.
• Dispensing and applying chemicals and dental materials precisely, accurately and safely avoiding harm to self and others.

Examples are:

• Being a productive member of a small group learning team during pre-clinical and clinical units of study.
• Providing feedback to and responding to feedback from peers in learning teams.
• Developing and sustaining rapport with supervising clinicians during clinical placements to support effective working relationships, positive learning environments and positive outcomes for patients.
  
  

Examples are:

• Accessing to 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:

• 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 ethical behaviour.
• Complying with medico-legal requirements relating to infection control, informed consent, privacy and confidentiality with patient/client information in academic and clinical settings.

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 clinical settings.

Examples are:

• Complying with relevant child protection and safety legislation including mandatory reporting requirements.
• Complying with the requirements for student registration with the Dental Board of Australia via the Australian Health Practitioner Regulation Agency (AHPRA).
• Understanding and preparing for the additional costs and travel that may be associated with the course (e.g. uniform and personal protective equipment requirements, textbooks, support material and equipment such as a simulation typodont models) and clinical placements (e.g. travel, accommodation and living costs associated with clinical placements located outside of your primary residence, and completing pre-clinical health and training requirements such as the Blue Card and a National Police Check and immunisations).
• 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.
• Complying with the Dental Board of Australia's Guidelines for Registered health practitioners and students in relation to blood-borne viruses (6 July 2020) in terms of being aware of their blood-borne virus (BBV) status and being offered testing for BBVs at or before entry to their course. Student health care workers who will be performing EPPs must be tested for BBVs in accordance with these Guidelines.

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 handover reports related to patients.
• Recognising and interpreting non-verbal cues of peers, patients and others and respond appropriately.
• Using appropriate facial expressions, eye contact and gestures while being mindful of interpersonal space.
• When required, Recognising and interpreting non-verbal cues of others and respond 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 to a computer for 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 timeframes.
• When applicable, applying theoretical knowledge to understand patient’s history when undertaking patient assessment during emergency situations.
• 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 effective use of numeracy skills to record accurate measurements and interpreting measurements in client notes.
• Applying numeracy skills to record, interpret and solve problems in a range of educational and clinical settings.

Examples are:

• Focusing on and recognising objects that are either near or far.
• Safely operating electronic equipment.
• Using sight for safe practice when performing preventive and operative dentistry.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to consistently and accurately monitor, assess and manage patient’s needs.
• Being able to able to sufficiently hear verbal communication from patients in order to provide patient care and disease prevention information.
• Accurately interpreting verbal communications, and directions from staff.
• Using touch in an appropriate manner when conveying positive messages for emotional support during difficult circumstances.
• Using tactile abilities when performing preventive and operative dentistry.

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 dental examinations and procedures.
• 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.
• 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.
• Participate in learning clinical skills and fully engage 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 dental 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.
• Using high speed and low speed drills precisely, accurately and safely avoiding harm to self and others.
• Manipulating extraction forceps and other dental instruments precisely, accurately and safely avoiding harm to self and others.
• Dispensing and applying chemicals and dental materials precisely, accurately and safely avoiding harm to self and others.

Examples are:

• Being a productive member of a small group learning team during pre-clinical and clinical units of study.
• Providing feedback to and responding to feedback from peers in learning teams.
• Developing and sustaining rapport with supervising clinicians during clinical placements to support effective working relationships, positive learning environments and positive outcomes for patients.
  
  

Examples are:

• Accessing to 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:

• 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 ethical behaviour.
• Complying with medico-legal requirements relating to infection control, informed consent, privacy and confidentiality with patient/client information in academic and clinical settings.

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 clinical settings.

Examples are:

• Complying with relevant child protection and safety legislation including mandatory reporting requirements.
• Complying with the requirements for student registration with the Dental Board of Australia via the Australian Health Practitioner Regulation Agency (AHPRA).
• Understanding and preparing for the additional costs and travel that may be associated with the course (e.g. uniform and personal protective equipment requirements, textbooks, support material and equipment such as a simulation typodont models) and clinical placements (e.g. travel, accommodation and living costs associated with clinical placements located outside of your primary residence, and completing pre-clinical health and training requirements such as the Blue Card and a National Police Check and immunisations).
• 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 handover reports related to patients.
• Recognising and interpreting non-verbal cues of peers, patients and others and respond appropriately.
• Using appropriate facial expressions, eye contact and gestures while being mindful of interpersonal space.
• When required, Recognising and interpreting non-verbal cues of others and respond 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 to a computer for 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 timeframes.
• When applicable, applying theoretical knowledge to understand patient’s history when undertaking patient assessment during emergency situations.
• 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 effective use of numeracy skills to record accurate measurements and interpreting measurements in client notes.
• Applying numeracy skills to record, interpret and solve problems in a range of educational and clinical settings.

Examples are:

• Focusing on and recognising objects that are either near or far.
• Safely operating electronic equipment.
• Using sight for safe practice when performing preventive and operative dentistry.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to consistently and accurately monitor, assess and manage patient’s needs.
• Being able to able to sufficiently hear verbal communication from patients in order to provide patient care and disease prevention information.
• Accurately interpreting verbal communications, and directions from staff.
• Using touch in an appropriate manner when conveying positive messages for emotional support during difficult circumstances.
• Using tactile abilities when performing preventive and operative dentistry.

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 dental examinations and procedures.
• 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.
• 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.
• Participate in learning clinical skills and fully engage 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 dental 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.
• Using high speed and low speed drills precisely, accurately and safely avoiding harm to self and others.
• Manipulating extraction forceps and other dental instruments precisely, accurately and safely avoiding harm to self and others.
• Dispensing and applying chemicals and dental materials precisely, accurately and safely avoiding harm to self and others.

Examples are:

• Being a productive member of a small group learning team during pre-clinical and clinical units of study.
• Providing feedback to and responding to feedback from peers in learning teams.
• Developing and sustaining rapport with supervising clinicians during clinical placements to support effective working relationships, positive learning environments and positive outcomes for patients.
  
  

Examples are:

• Accessing to 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.