CB77 - Bachelor of Science (Chiropractic)

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Conduct Policy and Procedure and the Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating honesty and integrity in academic, professional and field experience settings.
• Demonstrating the ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Complying with medico-legal requirements relating to informed consent, privacy and confidentiality with client information in academic and clinical settings.
• Complying with the behavioural expectations explained in the Chiropractic Code of Conduct AHPRA/CBA (Australian Health Practitioner Regulation Agency / Chiropractic Board of Australia).
• Complying with the Health Practitioner Regulation National Law Act 2009 in particular not performing cervical spinal manipulation outside of class room setting in CB77 or CC71

Examples are:

• Successfully processing your own emotions and behaviour when dealing with situations in clinical settings.
• Coping effectively with your emotions and behaviour when dealing with individuals in the clinical setting.
• Reflecting on practice and responding appropriately to constructive feedback.

Examples are:

• Requiring a current National Police Check (not older than 3 years).
• Requiring a current working with children check ("Blue Card").
• Complying with the policies of clinical facilities e.g. uniform requirements, vaccinations etc.
• Complying with the requirements for student registration with CBA (Chiropractic Board of Australia).

Examples are:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual or group.
• Using appropriate facial expressions: eye contact, being mindful of space, time boundaries, a range of body movements and gestures.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course, as well as during clinical placement.
• Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Expressing complex and detailed information and knowledge into a logical and legible report, in a timely manner that meets professional standards and clearly communicates the intended message.
• Accurately conveying and documenting information in a written form that meets 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 presenting scientific information.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Applying theoretical knowledge, research evidence, policies and procedures in the clinical setting.
• Complying with public safety considerations for mock patients and peers.
• Constructing written text proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.
• Competently reading, writing and accurately interpreting information to convey language effectively in a clinical setting.
• Producing accurate, concise and clear documentation which meets legal requirements.
• Demonstrating competency in applying basic mathematics knowledge and skills to assess mechanical disorders of the musculoskeletal system.
• Demonstrating effective use of numeracy skills to record accurate measurements in client notes.

Examples are:

• Observing and detecting subtle changes in posture, movement and the ability to perform functional activities during assessment and treatment.
• Safely operating equipment.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to monitor, assess and manage a patient's needs consistently and accurately, including engaging appropriately to a client's responses during an assessment.
• Detecting anatomical or movement abnormalities e.g. palpating joints, muscles and soft tissues.
• Ability to view fine detail in diagnostic imaging 

Examples are:

• Creating and maintaining rapport, empathy and effective working relationships with patients and colleagues.
• Engaging with effective communication skills to convey innovative and creative thinking.
• Displaying respect when engaging with colleagues, professional and academic staff and patients.
• Working in teams to achieve a shared goal/project.

Examples are:

• Accurately reflecting on the content taught during the course.
• Accepting feedback from academic staff and respond constructively.
• Accurately reflecting on your own work.

Examples are:

• Actively participating in activities related to the course and professional experience.
• Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
• Performing with the required physical and mental energy and endurance in the learning activities of the course, as well as during set time frames while on clinical placement.
• Developing an attitude and practice that prioritises public safety, protection, and person-centred care.

Examples are:

• Maintaining your own and your patient's balance simultaneously, while providing patient support when transferring and mobilising individuals in a safe manner.
• Evaluating patients who have varying physical capacities e.g. those who are positioned on chiropractic tables, on mats on the floor, on chairs and when standing, in a safe and effective manner.
• Performing assessment techniques e.g. evaluation of hand sensation and joint movement.
• Performing treatment techniques, demonstrating use of adaptive equipment for safety and comfort, demonstrating fine motor tasks during daily activities.

Examples are:

• Relating positively and communicating with a wide variety of colleagues and stakeholders in the professional environment.
• Creating and maintaining rapport, empathy and at times use diplomacy to ensure effective working relationships and outcomes with colleagues and stakeholders.
• Being highly consultative in the processes of creating and sustaining effective working relationships and outcomes with colleagues and stakeholders.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people in the community.

Examples are:

• Applying knowledge and skills associated with the use of computers and associated technologies.

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Conduct Policy and Procedure and the Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating honesty and integrity in academic, professional and field experience settings.
• Demonstrating the ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Complying with medico-legal requirements relating to informed consent, privacy and confidentiality with client information in academic and clinical settings.
• Complying with the behavioural expectations explained in the Chiropractic Code of Conduct AHPRA/CBA (Australian Health Practitioner Regulation Agency / Chiropractic Board of Australia).
• Complying with the Health Practitioner Regulation National Law Act 2009 in particular not performing cervical spinal manipulation outside of class room setting in CB77 or CC71

Examples are:

• Successfully processing your own emotions and behaviour when dealing with situations in clinical settings.
• Coping effectively with your emotions and behaviour when dealing with individuals in the clinical setting.
• Reflecting on practice and responding appropriately to constructive feedback.

Examples are:

• Requiring a current National Police Check (not older than 3 years).
• Requiring a current working with children check ("Blue Card").
• Complying with the policies of clinical facilities e.g. uniform requirements, vaccinations etc.
• Complying with the requirements for student registration with CBA (Chiropractic Board of Australia).

Examples are:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual or group.
• Using appropriate facial expressions: eye contact, being mindful of space, time boundaries, a range of body movements and gestures.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course, as well as during clinical placement.
• Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Expressing complex and detailed information and knowledge into a logical and legible report, in a timely manner that meets professional standards and clearly communicates the intended message.
• Accurately conveying and documenting information in a written form that meets 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 presenting scientific information.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Applying theoretical knowledge, research evidence, policies and procedures in the clinical setting.
• Complying with public safety considerations for mock patients and peers.
• Constructing written text proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.
• Competently reading, writing and accurately interpreting information to convey language effectively in a clinical setting.
• Producing accurate, concise and clear documentation which meets legal requirements.
• Demonstrating competency in applying basic mathematics knowledge and skills to assess mechanical disorders of the musculoskeletal system.
• Demonstrating effective use of numeracy skills to record accurate measurements in client notes.

Examples are:

• Observing and detecting subtle changes in posture, movement and the ability to perform functional activities during assessment and treatment.
• Safely operating equipment.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to monitor, assess and manage a patient's needs consistently and accurately, including engaging appropriately to a client's responses during an assessment.
• Detecting anatomical or movement abnormalities e.g. palpating joints, muscles and soft tissues.
• Ability to view fine detail in diagnostic imaging 

Examples are:

• Creating and maintaining rapport, empathy and effective working relationships with patients and colleagues.
• Engaging with effective communication skills to convey innovative and creative thinking.
• Displaying respect when engaging with colleagues, professional and academic staff and patients.
• Working in teams to achieve a shared goal/project.

Examples are:

• Accurately reflecting on the content taught during the course.
• Accepting feedback from academic staff and respond constructively.
• Accurately reflecting on your own work.

Examples are:

• Actively participating in activities related to the course and professional experience.
• Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
• Performing with the required physical and mental energy and endurance in the learning activities of the course, as well as during set time frames while on clinical placement.
• Developing an attitude and practice that prioritises public safety, protection, and person-centred care.

Examples are:

• Maintaining your own and your patient's balance simultaneously, while providing patient support when transferring and mobilising individuals in a safe manner.
• Evaluating patients who have varying physical capacities e.g. those who are positioned on chiropractic tables, on mats on the floor, on chairs and when standing, in a safe and effective manner.
• Performing assessment techniques e.g. evaluation of hand sensation and joint movement.
• Performing treatment techniques, demonstrating use of adaptive equipment for safety and comfort, demonstrating fine motor tasks during daily activities.

Examples are:

• Relating positively and communicating with a wide variety of colleagues and stakeholders in the professional environment.
• Creating and maintaining rapport, empathy and at times use diplomacy to ensure effective working relationships and outcomes with colleagues and stakeholders.
• Being highly consultative in the processes of creating and sustaining effective working relationships and outcomes with colleagues and stakeholders.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people in the community.

Examples are:

• Applying knowledge and skills associated with the use of computers and associated technologies.

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).
• Demonstrating honesty and integrity in academic, professional and field experience settings.
• Demonstrating the ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Complying with medico-legal requirements relating to informed consent, privacy and confidentiality with client information in academic and clinical settings.
• Complying with the behavioural expectations explained in the Chiropractic Code of Conduct AHPRA/CBA (Australian Health Practitioner Regulation Agency / Chiropractic Board of Australia).
• Complying with the Health Practitioner Regulation National Law Act 2009 in particular not performing cervical spinal manipulation outside of class room setting in CB77 or CC71

Examples are:

• Successfully processing your own emotions and behaviour when dealing with situations in clinical settings.
• Coping effectively with your emotions and behaviour when dealing with individuals in the clinical setting.
• Reflecting on practice and responding appropriately to constructive feedback.

Examples are:

• Requiring a current National Police Check (not older than 3 years).
• Requiring a current working with children check ("Blue Card").
• Complying with the policies of clinical facilities e.g. uniform requirements, vaccinations etc.
• Complying with the requirements for student registration with CBA (Chiropractic Board of Australia).

Examples are:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual or group.
• Using appropriate facial expressions: eye contact, being mindful of space, time boundaries, a range of body movements and gestures.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course, as well as during clinical placement.
• Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Expressing complex and detailed information and knowledge into a logical and legible report, in a timely manner that meets professional standards and clearly communicates the intended message.
• Accurately conveying and documenting information in a written form that meets 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 presenting scientific information.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Applying theoretical knowledge, research evidence, policies and procedures in the clinical setting.
• Complying with public safety considerations for mock patients and peers.
• Constructing written text proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.
• Competently reading, writing and accurately interpreting information to convey language effectively in a clinical setting.
• Producing accurate, concise and clear documentation which meets legal requirements.
• Demonstrating competency in applying basic mathematics knowledge and skills to assess mechanical disorders of the musculoskeletal system.
• Demonstrating effective use of numeracy skills to record accurate measurements in client notes.

Examples are:

• Observing and detecting subtle changes in posture, movement and the ability to perform functional activities during assessment and treatment.
• Safely operating equipment.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to monitor, assess and manage a patient's needs consistently and accurately, including engaging appropriately to a client's responses during an assessment.
• Detecting anatomical or movement abnormalities e.g. palpating joints, muscles and soft tissues.
• Ability to view fine detail in diagnostic imaging 

Examples are:

• Creating and maintaining rapport, empathy and effective working relationships with patients and colleagues.
• Engaging with effective communication skills to convey innovative and creative thinking.
• Displaying respect when engaging with colleagues, professional and academic staff and patients.
• Working in teams to achieve a shared goal/project.

Examples are:

• Accurately reflecting on the content taught during the course.
• Accepting feedback from academic staff and respond constructively.
• Accurately reflecting on your own work.

Examples are:

• Actively participating in activities related to the course and professional experience.
• Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
• Performing with the required physical and mental energy and endurance in the learning activities of the course, as well as during set time frames while on clinical placement.
• Developing an attitude and practice that prioritises public safety, protection, and person-centred care.

Examples are:

• Maintaining your own and your patient's balance simultaneously, while providing patient support when transferring and mobilising individuals in a safe manner.
• Evaluating patients who have varying physical capacities e.g. those who are positioned on chiropractic tables, on mats on the floor, on chairs and when standing, in a safe and effective manner.
• Performing assessment techniques e.g. evaluation of hand sensation and joint movement.
• Performing treatment techniques, demonstrating use of adaptive equipment for safety and comfort, demonstrating fine motor tasks during daily activities.

Examples are:

• Relating positively and communicating with a wide variety of colleagues and stakeholders in the professional environment.
• Creating and maintaining rapport, empathy and at times use diplomacy to ensure effective working relationships and outcomes with colleagues and stakeholders.
• Being highly consultative in the processes of creating and sustaining effective working relationships and outcomes with colleagues and stakeholders.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people in the community.

Examples are:

• Applying knowledge and skills associated with the use of computers and associated technologies.

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).
• Demonstrating honesty and integrity in academic, professional and field experience settings.
• Demonstrating the ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Complying with medico-legal requirements relating to informed consent, privacy and confidentiality with client information in academic and clinical settings.
• Complying with the behavioural expectations explained in the Chiropractic Code of Conduct AHPRA/CBA (Australian Health Practitioner Regulation Agency / Chiropractic Board of Australia).
• Complying with the Health Practitioner Regulation National Law Act 2009 in particular not performing cervical spinal manipulation outside of class room setting in CB77 or CC71

Examples are:

• Successfully processing your own emotions and behaviour when dealing with situations in clinical settings.
• Coping effectively with your emotions and behaviour when dealing with individuals in the clinical setting.
• Reflecting on practice and responding appropriately to constructive feedback.

Examples are:

• Requiring a current National Police Check (not older than 3 years).
• Requiring a current working with children check ("Blue Card").
• Complying with the policies of clinical facilities e.g. uniform requirements, vaccinations etc.
• Complying with the requirements for student registration with CBA (Chiropractic Board of Australia).

Examples are:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual or group.
• Using appropriate facial expressions: eye contact, being mindful of space, time boundaries, a range of body movements and gestures.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course, as well as during clinical placement.
• Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Expressing complex and detailed information and knowledge into a logical and legible report, in a timely manner that meets professional standards and clearly communicates the intended message.
• Accurately conveying and documenting information in a written form that meets 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 presenting scientific information.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Applying theoretical knowledge, research evidence, policies and procedures in the clinical setting.
• Constructing written text proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.
• Competently reading, writing and accurately interpreting information to convey language effectively in a clinical setting.
• Producing accurate, concise and clear documentation which meets legal requirements.
• Demonstrating competency in applying basic mathematics knowledge and skills to assess mechanical disorders of the musculoskeletal system.
• Demonstrating effective use of numeracy skills to record accurate measurements in client notes.

Examples are:

• Observing and detecting subtle changes in posture, movement and the ability to perform functional activities during assessment and treatment.
• Safely operating equipment.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to monitor, assess and manage a patient's needs consistently and accurately, including engaging appropriately to a client's responses during an assessment.
• Detecting anatomical or movement abnormalities e.g. palpating joints, muscles and soft tissues.
• Ability to view fine detail in diagnostic imaging 

Examples are:

• Creating and maintaining rapport, empathy and effective working relationships with patients and colleagues.
• Engaging with effective communication skills to convey innovative and creative thinking.
• Displaying respect when engaging with colleagues, professional and academic staff and patients.
• Working in teams to achieve a shared goal/project.

Examples are:

• Accurately reflecting on the content taught during the course.
• Accepting feedback from academic staff and respond constructively.
• Accurately reflecting on your own work.

Examples are:

• Actively participating in activities related to the course and professional experience.
• Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
• Performing with the required physical and mental energy and endurance in the learning activities of the course, as well as during set time frames while on clinical placement.

Examples are:

• Maintaining your own and your patient's balance simultaneously, while providing patient support when transferring and mobilising individuals in a safe manner.
• Evaluating patients who have varying physical capacities e.g. those who are positioned on plinths and hospital beds, on mats on the floor, on chairs and when standing, in a safe and effective manner.
• Performing assessment techniques e.g. evaluation of hand sensation and joint movement.
• Performing treatment techniques, demonstrating use of adaptive equipment, demonstrating fine motor tasks during daily activities.

Examples are:

• Relating positively and communicating with a wide variety of colleagues and stakeholders in the professional environment.
• Creating and maintaining rapport, empathy and at times use diplomacy to ensure effective working relationships and outcomes with colleagues and stakeholders.
• Being highly consultative in the processes of creating and sustaining effective working relationships and outcomes with colleagues and stakeholders.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people in the community.

Examples are:

• Applying knowledge and skills associated with the use of computers and associated technologies.

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).
• Demonstrating honesty and integrity in academic, professional and field experience settings.
• Demonstrating the ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Complying with medico-legal requirements relating to informed consent, privacy and confidentiality with client information in academic and clinical settings.
• Complying with the behavioural expectations explained in the Chiropractic Code of Conduct AHPRA/CBA (Australian Health Practitioner Regulation Agency / Chiropractic Board of Australia).
• Complying with the Health Practitioner Regulation National Law Act 2009 in particular not performing cervical spinal manipulation outside of class room setting in CB77 or CC71

Examples are:

• Successfully processing your own emotions and behaviour when dealing with situations in clinical settings.
• Coping effectively with your emotions and behaviour when dealing with individuals in the clinical setting.
• Reflecting on practice and responding appropriately to constructive feedback.

Examples are:

• Requiring a current National Police Check (not older than 3 years).
• Requiring a current working with children check ("Blue Card").
• Complying with the policies of clinical facilities e.g. uniform requirements, vaccinations etc.
• Complying with the requirements for student registration with CBA (Chiropractic Board of Australia).

Examples are:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual or group.
• Using appropriate facial expressions: eye contact, being mindful of space, time boundaries, a range of body movements and gestures.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course, as well as during clinical placement.
• Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Expressing complex and detailed information and knowledge into a logical and legible report, in a timely manner that meets professional standards and clearly communicates the intended message.
• Accurately conveying and documenting information in a written form that meets 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 presenting scientific information.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Applying theoretical knowledge, research evidence, policies and procedures in the clinical setting.
• Constructing written text proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.
• Competently reading, writing and accurately interpreting information to convey language effectively in a clinical setting.
• Producing accurate, concise and clear documentation which meets legal requirements.
• Demonstrating competency in applying basic mathematics knowledge and skills to assess mechanical disorders of the musculoskeletal system.
• Demonstrating effective use of numeracy skills to record accurate measurements in client notes.

Examples are:

• Observing and detecting subtle changes in posture, movement and the ability to perform functional activities during assessment and treatment.
• Safely operating equipment.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to monitor, assess and manage a patient's needs consistently and accurately, including engaging appropriately to a client's responses during an assessment.
• Detecting anatomical or movement abnormalities e.g. palpating joints, muscles and soft tissues.
• Ability to view fine detail in diagnostic imaging 

Examples are:

• Creating and maintaining rapport, empathy and effective working relationships with patients and colleagues.
• Engaging with effective communication skills to convey innovative and creative thinking.
• Displaying respect when engaging with colleagues, professional and academic staff and patients.
• Working in teams to achieve a shared goal/project.

Examples are:

• Accurately reflecting on the content taught during the course.
• Accepting feedback from academic staff and respond constructively.
• Accurately reflecting on your own work.

Examples are:

• Actively participating in activities related to the course and professional experience.
• Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
• Performing with the required physical and mental energy and endurance in the learning activities of the course, as well as during set time frames while on clinical placement.

Examples are:

• Maintaining your own and your patient's balance simultaneously, while providing patient support when transferring and mobilising individuals in a safe manner.
• Evaluating patients who have varying physical capacities e.g. those who are positioned on plinths and hospital beds, on mats on the floor, on chairs and when standing, in a safe and effective manner.
• Performing assessment techniques e.g. evaluation of hand sensation and joint movement.
• Performing treatment techniques, demonstrating use of adaptive equipment, demonstrating fine motor tasks during daily activities.

Examples are:

• Relating positively and communicating with a wide variety of colleagues and stakeholders in the professional environment.
• Creating and maintaining rapport, empathy and at times use diplomacy to ensure effective working relationships and outcomes with colleagues and stakeholders.
• Being highly consultative in the processes of creating and sustaining effective working relationships and outcomes with colleagues and stakeholders.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people in the community.

Examples are:

• Applying knowledge and skills associated with the use of computers and associated technologies.

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).
• Demonstrating honesty and integrity in academic, professional and field experience settings.
• Demonstrating the ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Complying with medico-legal requirements relating to informed consent, privacy and confidentiality with client information in academic and clinical settings.
• Complying with the behavioural expectations explained in the Chiropractic Code of Conduct AHPRA/CBA (Australian Health Practitioner Regulation Agency / Chiropractic Board of Australia).

Examples are:

• Successfully processing your own emotions and behaviour when dealing with situations in clinical settings.
• Coping effectively with your emotions and behaviour when dealing with individuals in the clinical setting.
• Reflecting on practice and responding appropriately to constructive feedback.

Examples are:

• Requiring a current National Police Check (not older than 3 years).
• Requiring a current working with children check ("Blue Card").
• Complying with the policies of clinical facilities e.g. uniform requirements, vaccinations etc.
• Complying with the requirements for student registration with CBA (Chiropractic Board of Australia).

Examples are:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual or group.
• Using appropriate facial expressions: eye contact, being mindful of space, time boundaries, a range of body movements and gestures.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course, as well as during clinical placement.
• Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Expressing complex and detailed information and knowledge into a logical and legible report, in a timely manner that meets professional standards and clearly communicates the intended message.
• Accurately conveying and documenting information in a written form that meets 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 theoretical knowledge, research evidence, policies and procedures in the clinical setting.
• Constructing written text proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.
• Competently reading, writing and accurately interpreting information to convey language effectively in a clinical setting.
• Producing accurate, concise and clear documentation which meets legal requirements.
• Demonstrating competency in applying basic mathematics knowledge and skills to assess mechanical disorders of the musculoskeletal system.
• Demonstrating effective use of numeracy skills to record accurate measurements in client notes.

Examples are:

• Observing and detecting subtle changes in posture, movement and the ability to perform functional activities during assessment and treatment.
• Safely operating equipment.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to monitor, assess and manage a patient's needs consistently and accurately, including engaging appropriately to a client's responses during an assessment.
• Detecting anatomical or movement abnormalities e.g. palpating joints, muscles and soft tissues.
• Ability to view fine detail in diagnostic imaging 

Examples are:

• Creating and maintaining rapport, empathy and effective working relationships with patients and colleagues.
• Engaging with effective communication skills to convey innovative and creative thinking.
• Displaying empathy when engaging with colleagues, professional and academic staff and patients.
• Working in teams to achieve a shared goal/project.

Examples are:

• Accurately reflecting on the content taught during the course.
• Accepting feedback from academic staff and respond constructively.
• Accurately reflecting on their own work.

Examples are:

• Actively participating in activities related to the course and professional experience.
• Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
• Performing with the required physical and mental energy and endurance in the learning activities of the course, as well as during set time frames while on clinical placement.

Examples are:

• Maintaining your own and your patient's balance simultaneously, while providing patient support when transferring and mobilising individuals in a safe manner.
• Evaluating patients who have varying physical capacities e.g. those who are positioned on plinths and hospital beds, on mats on the floor, on chairs and when standing, in a safe and effective manner.
• Performing assessment techniques e.g. evaluation of hand sensation and joint movement.
• Performing treatment techniques, demonstrating use of adaptive equipment, demonstrating fine motor tasks during daily activities.

Examples are:

• Relating positively and communicating with a wide variety of colleagues and stakeholders in the professional environment.
• Creating and maintaining rapport, empathy and at times use diplomacy to ensure effective working relationships and outcomes with colleagues and stakeholders.
• Being highly consultative in the processes of creating and sustaining effective working relationships and outcomes with colleagues and stakeholders.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people in the community.

Examples are:

• Applying knowledge and skills associated with the use of computers and associated technologies.

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).
• Demonstrating honesty and integrity in academic, professional and field experience settings.
• Demonstrating the ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Complying with medico-legal requirements relating to informed consent, privacy and confidentiality with client information in academic and clinical settings.
• Complying with the behavioural expectations explained in the Chiropractic Code of Conduct AHPRA/CBA (Australian Health Practitioner Regulation Agency / Chiropractic Board of Australia).

Examples are:

• Successfully processing your own emotions and behaviour when dealing with situations in clinical settings.
• Coping effectively with your emotions and behaviour when dealing with individuals in the clinical setting.
• Reflecting on practice and responding appropriately to constructive feedback.

Examples are:

• Requiring a current National Police Check (not older than 3 years).
• Requiring a current working with children check ("Blue Card").
• Complying with the policies of clinical facilities e.g. uniform requirements.
• Complying with the requirements for student registration with CBA (Chiropractic Board of Australia).

Examples are:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual or group.
• Using appropriate facial expressions: eye contact, being mindful of space, time boundaries, a range of body movements and gestures.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course, as well as during clinical placement.
• Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Expressing complex and detailed information and knowledge into a logical and legible report, in a timely manner that meets professional standards and clearly communicates the intended message.
• Accurately conveying and documenting information in a written form that meets 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 theoretical knowledge, research evidence, policies and procedures in the clinical setting.
• Constructing written text proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.
• Competently reading, writing and accurately interpreting information to convey language effectively in a clinical setting.
• Producing accurate, concise and clear documentation which meets legal requirements.
• Demonstrating competency in applying basic mathematics knowledge and skills to assess mechanical disorders of the musculoskeletal system.
• Demonstrating effective use of numeracy skills to record accurate measurements in client notes.

Examples are:

• Observing and detecting subtle changes in posture, movement and the ability to perform functional activities during assessment and treatment.
• Safely operating equipment.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to monitor, assess and manage a patient's needs consistently and accurately, including engaging appropriately to a client's responses during an assessment.
• Detecting anatomical or movement abnormalities e.g. palpating joints, muscles and soft tissues.
• Ability to view fine detail in diagnostic imaging 

Examples are:

• Creating and maintaining rapport, empathy and effective working relationships with patients and colleagues.
• Engaging with effective communication skills to convey innovative and creative thinking.
• Displaying empathy when engaging with colleagues, professional and academic staff and patients.
• Working in teams to achieve a shared goal/project.

Examples are:

• Accurately reflecting on the content taught during the course.
• Accepting feedback from academic staff and respond constructively.
• Accurately reflecting on their own work.

Examples are:

• Actively participating in activities related to the course and professional experience.
• Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
• Performing with the required physical and mental energy and endurance in the learning activities of the course, as well as during set time frames while on clinical placement.

Examples are:

• Maintaining your own and your patient's balance simultaneously, while providing patient support when transferring and mobilising individuals in a safe manner.
• Evaluating patients who have varying physical capacities e.g. those who are positioned on plinths and hospital beds, on mats on the floor, on chairs and when standing, in a safe and effective manner.
• Performing assessment techniques e.g. evaluation of hand sensation and joint movement.
• Performing treatment techniques, demonstrating use of adaptive equipment, demonstrating fine motor tasks during daily activities.

Examples are:

• Relating positively and communicating with a wide variety of colleagues and stakeholders in the professional environment.
• Creating and maintaining rapport, empathy and at times use diplomacy to ensure effective working relationships and outcomes with colleagues and stakeholders.
• Being highly consultative in the processes of creating and sustaining effective working relationships and outcomes with colleagues and stakeholders.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people in the community.

Examples are:

• Applying knowledge and skills associated with the use of computers and associated technologies.