Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy, Student Behavioural Misconduct Procedure, Student Academic Integrity Policy and Procedure, 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.

Examples are:

• Being receptive and responding appropriately to different viewpoints, to constructive feedback and to direction from academics.
• Interacting positively and effectively in groups with other students while attending activities related to the course.
• Contributing to on-line discussion forums and tutorials with peers and academics whilst using respectful language and tone.

Examples are:

• Actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual or group.
• Incorporating the use of effective non-verbal cues such as eye contact when communicating with academics and peers during activities related to the course, building positive learning relationships.
• Constructing assessment work to academic standards with attention to grammar and punctuation.
• Expressing complex and detailed information and knowledge into a logical and easily understood written form for assessment requirements.
• Accessing a computer for your studies.
• Regularly accessing the internet for research, and email for communication with peers and university staff.
• Analysing, manipulating and displaying scientific information.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks within reasonable timeframes.
• Actively listening to information within a variety of academic situations.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Nursing, Midwifery and Social Sciences.

Examples are:

• Adhering to the registered nurse standards for practice, in particular Standard 2
• Establishing, sustaining and concluding relationships in a way that differentiates the boundaries between professional and personal relationships.
• Communicating effectively and being respectful of a person's dignity, culture, values, beliefs and rights.
• Recognising that people are the experts in the experience of their life.

Examples are:

• Adhering to the registered nurse standards for practice, in particular Standards 1 and 7.
• Accessing, analysing and using the best available evidence, that includes research findings for safe quality practice.
• Reflecting on practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice.
• Respecting all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures.
• Demonstrating the use of ethical frameworks when making decisions.

Examples are:

• Actively participating in activities related to the course.
• Undertaking on-line quizzes and assessments with adequate, sustained levels of physical energy and concentration.
• Performing consistent care and complete repetitive tasks during clinical practice with sustained concentration and physical energy for an 8 to 12 hour period of time that may be at night.

Examples are:

• Adhering to the registered nurse standards for practice, in particular Standard 2.
• Demonstrating establishing, sustaining and concluding relationships in a way that differentiates the boundaries between professional and personal relationships.
• Communicating effectively, and being respectful of a person's dignity, culture, values, beliefs and rights.
• Recognising that people are the experts in the experience of their life.
• Demonstrate the providing of support and directing people to resources to optimise health related decisions.
• Demonstrate advocating on behalf of people in a manner that respects the person's autonomy and legal capacity.
• Actively fostering a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person-centres care.

Examples are:

• Accessing relevant CQUniversity sites to facilitate effective engagement with course content and demonstrate understanding of course requirements.