CB86 - Bachelor of Podiatry Practice (Honours)

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).
• Demonstrating integrity in academic, professional and clinical experience settings.

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).
• Demonstrating integrity in academic, professional and clinical experience settings.

Examples are:

• Being reflective on personal behaviour appropriate for professional performance and being receptive to constructive supervisor/lecturer feedback or criticism.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner in difficult to deal with situations.
• Successfully processing your own emotions and behaviour when dealing with stressful situations that can arise in the clinical environment.

Examples are:

• Understanding and complying with all relevant policies and procedures applicable to your health profession.
• Complying with the policies and practices of organisations in which you may be placed or find employment.
• Recognising and positively responding to any legal compliance issues that arise and bringing them to the attention of the appropriate stakeholders.
• Complying with the policies of clinical facilities e.g. vaccination requirements and obtaining a working with children check ("Blue Card").
• Complying with the requirements for student registration with the Australian Health Practitioner Regulation Agency (AHPRA) and the Podiatry 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.
• Communicating effectively during practice, and responding appropriately to requests from clients, supervisors and other health professionals, in the clinical setting.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course, as well as clinical environments.
• Using appropriate facial expressions: eye contact, being mindful of personal space boundaries, and a range of body movements and gestures.
• Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Accurately conveying and documenting information in a written form that meets legal and professional requirements.
• Competently using a desktop operating system such as Microsoft Windows or Mac OS X, as well as other software such as Microsoft Office relevant to your course of study or workplace.
• Using sufficient computer knowledge and skills to engage in the on-line learning environment that includes participating in on-line forums, completing relevant on-line assessments and/or responding to emails.

Examples are:

• Conceptualising and applying appropriate knowledge in response to academic assessment items.
• Applying evidence based practice, policies and procedures in professional practice.
• Producing written text proficiently, in English, using appropriate vocabulary and conventions of speech, in accordance with appropriate academic conventions such as being able to paraphrase, summarise and reference.
• Competently reading, writing and accurately interpreting information to convey language effectively in professional practice.
• Producing accurate, concise and clear Health Professions and Human Services documentation which meets legal requirements.
• Demonstrating competency in applying sufficient mathematics knowledge and skills in prescribing adaptive equipment that correctly meets client measurement requirements e.g. in the provision of assistive technologies.
• Demonstrating effective use of numeracy skills to record accurate measurements in client notes.
• Applying numeracy skills to interpret and solve problems in a range of educational and professional settings.

Examples are:

• Observing and detecting subtle changes in posture, movement and the ability to perform functional activities during assessment and treatment.
• Safely operating electronic equipment e.g. splinting equipment - heat guns, mobile ultrasound and mobile stimulator units.
• Using sufficient auditory capacity to monitor, assess and manage a patient's needs consistently and accurately, including engaging appropriately to a client's responses during an assessment.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Detecting changes in circulation e.g. temperature.
• Detecting anatomical or movement abnormalities e.g. palpating joints, muscles and soft tissues.

Examples are:

• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practice, or modifying and reflecting on work in response to supervisor feedback.
• Rapidly building rapport with colleagues and stakeholders in order to engage them in effective emergency services practice, for example during difficult situations and crises situations.
• Critically self-reflecting on situations that may/may not have gone well, and take the learning point(s) from that situation.
• Interacting and engaging with individuals and groups in emergency services practice in a respectful and culturally competent manner in a wide variety of contexts.

Examples are:

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when a practice issue is outside one's scope or expertise.
• Identifying when one's practice may be negatively affected by personal experience and/or reactions.

• Appropriately and actively participating in activities related to the course of study and professional experience.
• Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
• Performing the required physical and mental energy and endurance the tasks and duties in Health Profession and Human Services practice.

Examples are:

• Maintaining your own and client's balance simultaneously.
• Providing client support when transferring and mobilising individuals in a safe manner.
• Evaluating clients 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 foot sensation and joint movement.
• Performing treatment techniques e.g. fabricating splints, fine motor skills requiring use of podiatry equipment for treatment of foot pathologies e.g. use of nail cutters to cut nails, and the use of the scalpel handle and scalpel blade for debridement of skin lesions.

Examples are:

• Accessing a computer and having sufficient computer skills to engage in on-line learning, reading and responding to emails, and completing relevant assessments for the course.
• Regularly accessing the Internet for research, and email for communication with peers and lecturers.
• Using a variety of computer programs to analyse, manipulate and display scientific information applicable to your course of study.

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 integrity in academic, professional and clinical experience settings.

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 integrity in academic, professional and clinical experience settings.

Examples are:

• Being reflective on personal behaviour appropriate for professional performance and being receptive to constructive supervisor/lecturer feedback or criticism.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner in difficult to deal with situations.
• Successfully processing your own emotions and behaviour when dealing with stressful situations that can arise in the clinical environment.

Examples are:

• Understanding and complying with all relevant policies and procedures applicable to your health profession.
• Complying with the policies and practices of organisations in which you may be placed or find employment.
• Recognising and positively responding to any legal compliance issues that arise and bringing them to the attention of the appropriate stakeholders.
• Complying with the policies of clinical facilities e.g. vaccination requirements and obtaining a working with children check ("Blue Card").
• Complying with the requirements for student registration with the Australian Health Practitioner Regulation Agency (AHPRA) and the Podiatry 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.
• Communicating effectively during practice, and responding appropriately to requests from clients, supervisors and other health professionals, in the clinical setting.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course, as well as clinical environments.
• Using appropriate facial expressions: eye contact, being mindful of personal space boundaries, and a range of body movements and gestures.
• Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Accurately conveying and documenting information in a written form that meets legal and professional requirements.
• Competently using a desktop operating system such as Microsoft Windows or Mac OS X, as well as other software such as Microsoft Office relevant to your course of study or workplace.
• Using sufficient computer knowledge and skills to engage in the on-line learning environment that includes participating in on-line forums, completing relevant on-line assessments and/or responding to emails.

Examples are:

• Conceptualising and applying appropriate knowledge in response to academic assessment items.
• Applying evidence based practice, policies and procedures in professional practice.
• Producing written text proficiently, in English, using appropriate vocabulary and conventions of speech, in accordance with appropriate academic conventions such as being able to paraphrase, summarise and reference.
• Competently reading, writing and accurately interpreting information to convey language effectively in professional practice.
• Producing accurate, concise and clear Health Professions and Human Services documentation which meets legal requirements.
• Demonstrating competency in applying sufficient mathematics knowledge and skills in prescribing adaptive equipment that correctly meets client measurement requirements e.g. in the provision of assistive technologies.
• Demonstrating effective use of numeracy skills to record accurate measurements in client notes.
• Applying numeracy skills to interpret and solve problems in a range of educational and professional settings.

Examples are:

• Observing and detecting subtle changes in posture, movement and the ability to perform functional activities during assessment and treatment.
• Safely operating electronic equipment e.g. splinting equipment - heat guns, mobile ultrasound and mobile stimulator units.
• Using sufficient auditory capacity to monitor, assess and manage a patient's needs consistently and accurately, including engaging appropriately to a client's responses during an assessment.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Detecting changes in circulation e.g. temperature.
• Detecting anatomical or movement abnormalities e.g. palpating joints, muscles and soft tissues.

Examples are:

• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practice, or modifying and reflecting on work in response to supervisor feedback.
• Rapidly building rapport with colleagues and stakeholders in order to engage them in effective emergency services practice, for example during difficult situations and crises situations.
• Critically self-reflecting on situations that may/may not have gone well, and take the learning point(s) from that situation.
• Interacting and engaging with individuals and groups in emergency services practice in a respectful and culturally competent manner in a wide variety of contexts.

Examples are:

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when a practice issue is outside one's scope or expertise.
• Identifying when one's practice may be negatively affected by personal experience and/or reactions.

• Appropriately and actively participating in activities related to the course of study and professional experience.
• Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
• Performing the required physical and mental energy and endurance the tasks and duties in Health Profession and Human Services practice.

Examples are:

• Maintaining your own and client's balance simultaneously.
• Providing client support when transferring and mobilising individuals in a safe manner.
• Evaluating clients 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 foot sensation and joint movement.
• Performing treatment techniques e.g. fabricating splints, fine motor skills requiring use of podiatry equipment for treatment of foot pathologies e.g. use of nail cutters to cut nails, and the use of the scalpel handle and scalpel blade for debridement of skin lesions.

Examples are:

• Accessing a computer and having sufficient computer skills to engage in on-line learning, reading and responding to emails, and completing relevant assessments for the course.
• Regularly accessing the Internet for research, and email for communication with peers and lecturers.
• Using a variety of computer programs to analyse, manipulate and display scientific information applicable to your course of study.

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 integrity in academic, professional and clinical experience settings.

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 integrity in academic, professional and clinical experience settings.

Examples are:

• Being reflective on personal behaviour appropriate for professional performance and being receptive to constructive supervisor/lecturer feedback or criticism.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner in difficult to deal with situations.
• Successfully processing your own emotions and behaviour when dealing with stressful situations that can arise in the clinical environment.

Examples are:

• Understanding and complying with all relevant policies and procedures applicable to your health profession.
• Complying with the policies and practices of organisations in which you may be placed or find employment.
• Recognising and positively responding to any legal compliance issues that arise and bringing them to the attention of the appropriate stakeholders.
• Complying with the policies of clinical facilities e.g. vaccination requirements and obtaining a working with children check ("Blue Card").
• Complying with the requirements for student registration with the Australian Health Practitioner Regulation Agency (AHPRA) and the Podiatry 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.
• Communicating effectively during practice, and responding appropriately to requests from clients, supervisors and other health professionals, in the clinical setting.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course, as well as clinical environments.
• Using appropriate facial expressions: eye contact, being mindful of personal space boundaries, and a range of body movements and gestures.
• Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Accurately conveying and documenting information in a written form that meets legal and professional requirements.
• Competently using a desktop operating system such as Microsoft Windows or Mac OS X, as well as other software such as Microsoft Office relevant to your course of study or workplace.
• Using sufficient computer knowledge and skills to engage in the on-line learning environment that includes participating in on-line forums, completing relevant on-line assessments and/or responding to emails.

Examples are:

• Conceptualising and applying appropriate knowledge in response to academic assessment items.
• Applying evidence based practice, policies and procedures in professional practice.
• Producing written text proficiently, in English, using appropriate vocabulary and conventions of speech, in accordance with appropriate academic conventions such as being able to paraphrase, summarise and reference.
• Competently reading, writing and accurately interpreting information to convey language effectively in professional practice.
• Producing accurate, concise and clear Health Professions and Human Services documentation which meets legal requirements.
• Demonstrating competency in applying sufficient mathematics knowledge and skills in prescribing adaptive equipment that correctly meets client measurement requirements e.g. in the provision of assistive technologies.
• Demonstrating effective use of numeracy skills to record accurate measurements in client notes.
• Applying numeracy skills to interpret and solve problems in a range of educational and professional settings.

Examples are:

• Observing and detecting subtle changes in posture, movement and the ability to perform functional activities during assessment and treatment.
• Safely operating electronic equipment e.g. splinting equipment - heat guns, mobile ultrasound and mobile stimulator units.
• Using sufficient auditory capacity to monitor, assess and manage a patient's needs consistently and accurately, including engaging appropriately to a client's responses during an assessment.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Detecting changes in circulation e.g. temperature.
• Detecting anatomical or movement abnormalities e.g. palpating joints, muscles and soft tissues.

Examples are:

• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practice, or modifying and reflecting on work in response to supervisor feedback.
• Rapidly building rapport with colleagues and stakeholders in order to engage them in effective emergency services practice, for example during difficult situations and crises situations.
• Critically self-reflecting on situations that may/may not have gone well, and take the learning point(s) from that situation.
• Interacting and engaging with individuals and groups in emergency services practice in a respectful and culturally competent manner in a wide variety of contexts.

Examples are:

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when a practice issue is outside one's scope or expertise.
• Identifying when one's practice may be negatively affected by personal experience and/or reactions.

• Appropriately and actively participating in activities related to the course of study and professional experience.
• Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
• Performing the required physical and mental energy and endurance the tasks and duties in Health Profession and Human Services practice.

Examples are:

• Maintaining your own and client's balance simultaneously.
• Providing client support when transferring and mobilising individuals in a safe manner.
• Evaluating clients 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 foot sensation and joint movement.
• Performing treatment techniques e.g. fabricating splints, fine motor skills requiring use of podiatry equipment for treatment of foot pathologies e.g. use of nail cutters to cut nails, and the use of the scalpel handle and scalpel blade for debridement of skin lesions.

Examples are:

• Accessing a computer and having sufficient computer skills to engage in on-line learning, reading and responding to emails, and completing relevant assessments for the course.
• Regularly accessing the Internet for research, and email for communication with peers and lecturers.
• Using a variety of computer programs to analyse, manipulate and display scientific information applicable to your course of study.

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 integrity in academic, professional and clinical experience settings.

Examples are:

• Being reflective on personal behaviour appropriate for professional performance and being receptive to constructive supervisor/lecturer feedback or criticism.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner in difficult to deal with situations.
• Successfully processing your own emotions and behaviour when dealing with stressful situations that can arise in the clinical environment.

Examples are:

• Understanding and complying with all relevant policies and procedures applicable to your health profession.
• Complying with the policies and practices of organisations in which you may be placed or find employment.
• Recognising and positively responding to any legal compliance issues that arise and bringing them to the attention of the appropriate stakeholders.
• Complying with the policies of clinical facilities e.g. vaccination requirements and obtaining a working with children check ("Blue Card").
• Complying with the requirements for student registration with the Australian Health Practitioner Regulation Agency (AHPRA) and the Podiatry 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.
• Communicating effectively during practice, and responding appropriately to requests from clients, supervisors and other health professionals, in the clinical setting.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course, as well as clinical environments.
• Using appropriate facial expressions: eye contact, being mindful of personal space boundaries, and a range of body movements and gestures.
• Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Accurately conveying and documenting information in a written form that meets legal and professional requirements.
• Competently using a desktop operating system such as Microsoft Windows or Mac OS X, as well as other software such as Microsoft Office relevant to your course of study or workplace.
• Using sufficient computer knowledge and skills to engage in the on-line learning environment that includes participating in on-line forums, completing relevant on-line assessments and/or responding to emails.

Examples are:

• Conceptualising and applying appropriate knowledge in response to academic assessment items.
• Applying evidence based practice, policies and procedures in professional practice.
• Producing written text proficiently, in English, using appropriate vocabulary and conventions of speech, in accordance with appropriate academic conventions such as being able to paraphrase, summarise and reference.
• Competently reading, writing and accurately interpreting information to convey language effectively in professional practice.
• Producing accurate, concise and clear Health Professions and Human Services documentation which meets legal requirements.
• Demonstrating competency in applying sufficient mathematics knowledge and skills in prescribing adaptive equipment that correctly meets client measurement requirements e.g. in the provision of assistive technologies.
• Demonstrating effective use of numeracy skills to record accurate measurements in client notes.
• Applying numeracy skills to interpret and solve problems in a range of educational and professional settings.

Examples are:

• Observing and detecting subtle changes in posture, movement and the ability to perform functional activities during assessment and treatment.
• Safely operating electronic equipment e.g. splinting equipment - heat guns, mobile ultrasound and mobile stimulator units.
• Using sufficient auditory capacity to monitor, assess and manage a patient's needs consistently and accurately, including engaging appropriately to a client's responses during an assessment.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Detecting changes in circulation e.g. temperature.
• Detecting anatomical or movement abnormalities e.g. palpating joints, muscles and soft tissues.

Examples are:

• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practice, or modifying and reflecting on work in response to supervisor feedback.
• Rapidly building rapport with colleagues and stakeholders in order to engage them in effective emergency services practice, for example during difficult situations and crises situations.
• Critically self-reflecting on situations that may/may not have gone well, and take the learning point(s) from that situation.
• Interacting and engaging with individuals and groups in emergency services practice in a respectful and culturally competent manner in a wide variety of contexts.

Examples are:

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when a practice issue is outside one's scope or expertise.
• Identifying when one's practice may be negatively affected by personal experience and/or reactions.

• Appropriately and actively participating in activities related to the course of study and professional experience.
• Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
• Performing the required physical and mental energy and endurance the tasks and duties in Health Profession and Human Services practice.

Examples are:

• Maintaining your own and client's balance simultaneously.
• Providing client support when transferring and mobilising individuals in a safe manner.
• Evaluating clients 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 foot sensation and joint movement.
• Performing treatment techniques e.g. fabricating splints, fine motor skills requiring use of podiatry equipment for treatment of foot pathologies e.g. use of nail cutters to cut nails, and the use of the scalpel handle and scalpel blade for debridement of skin lesions.

Examples are:

• Accessing a computer and having sufficient computer skills to engage in on-line learning, reading and responding to emails, and completing relevant assessments for the course.
• Regularly accessing the Internet for research, and email for communication with peers and lecturers.
• Using a variety of computer programs to analyse, manipulate and display scientific information applicable to your course of study.

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 integrity in academic, professional and clinical experience settings.

Examples are:

• Being reflective on personal behaviour appropriate for professional performance and being receptive to constructive supervisor/lecturer feedback or criticism.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner in difficult to deal with situations.
• Successfully processing your own emotions and behaviour when dealing with stressful situations that can arise in the clinical environment.

Examples are:

• Understanding and complying with all relevant policies and procedures applicable to your health profession.
• Complying with the policies and practices of organisations in which you may be placed or find employment.
• Recognising and positively responding to any legal compliance issues that arise and bringing them to the attention of the appropriate stakeholders.
• Complying with the policies of clinical facilities e.g. vaccination requirements and obtaining a working with children check ("Blue Card").
• Complying with the requirements for student registration with the Australian Health Practitioner Regulation Agency (AHPRA) and the Podiatry 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.
• Communicating effectively during practice, and responding appropriately to requests from clients, supervisors and other health professionals, in the clinical setting.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course, as well as clinical environments.
• Using appropriate facial expressions: eye contact, being mindful of personal space boundaries, and a range of body movements and gestures.
• Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Accurately conveying and documenting information in a written form that meets legal and professional requirements.
• Competently using a desktop operating system such as Microsoft Windows or Mac OS X, as well as other software such as Microsoft Office relevant to your course of study or workplace.
• Using sufficient computer knowledge and skills to engage in the on-line learning environment that includes participating in on-line forums, completing relevant on-line assessments and/or responding to emails.

Examples are:

• Conceptualising and applying appropriate knowledge in response to academic assessment items.
• Applying evidence based practice, policies and procedures in professional practice.
• Producing written text proficiently, in English, using appropriate vocabulary and conventions of speech, in accordance with appropriate academic conventions such as being able to paraphrase, summarise and reference.
• Competently reading, writing and accurately interpreting information to convey language effectively in professional practice.
• Producing accurate, concise and clear Health Professions and Human Services documentation which meets legal requirements.
• Demonstrating competency in applying sufficient mathematics knowledge and skills in prescribing adaptive equipment that correctly meets client measurement requirements e.g. in the provision of assistive technologies.
• Demonstrating effective use of numeracy skills to record accurate measurements in client notes.
• Applying numeracy skills to interpret and solve problems in a range of educational and professional settings.

Examples are:

• Observing and detecting subtle changes in posture, movement and the ability to perform functional activities during assessment and treatment.
• Safely operating electronic equipment e.g. splinting equipment - heat guns, mobile ultrasound and mobile stimulator units.
• Using sufficient auditory capacity to monitor, assess and manage a patient's needs consistently and accurately, including engaging appropriately to a client's responses during an assessment.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Detecting changes in circulation e.g. temperature.
• Detecting anatomical or movement abnormalities e.g. palpating joints, muscles and soft tissues.

Examples are:

• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practice, or modifying and reflecting on work in response to supervisor feedback.
• Rapidly building rapport with colleagues and stakeholders in order to engage them in effective emergency services practice, for example during difficult situations and crises situations.
• Critically self-reflecting on situations that may/may not have gone well, and take the learning point(s) from that situation.
• Interacting and engaging with individuals and groups in emergency services practice in a respectful and culturally competent manner in a wide variety of contexts.

Examples are:

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when a practice issue is outside one's scope or expertise.
• Identifying when one's practice may be negatively affected by personal experience and/or reactions.

• Appropriately and actively participating in activities related to the course of study and professional experience.
• Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
• Performing the required physical and mental energy and endurance the tasks and duties in Health Profession and Human Services practice.

Examples are:

• Maintaining your own and client's balance simultaneously.
• Providing client support when transferring and mobilising individuals in a safe manner.
• Evaluating clients 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 foot sensation and joint movement.
• Performing treatment techniques e.g. fabricating splints, fine motor skills requiring use of podiatry equipment for treatment of foot pathologies e.g. use of nail cutters to cut nails, and the use of the scalpel handle and scalpel blade for debridement of skin lesions.

Examples are:

• Accessing a computer and having sufficient computer skills to engage in on-line learning, reading and responding to emails, and completing relevant assessments for the course.
• Regularly accessing the Internet for research, and email for communication with peers and lecturers.
• Using a variety of computer programs to analyse, manipulate and display scientific information applicable to your course of study.