CL56 - Graduate Certificate in Mental Health Nursing

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 and clinical staff.
• 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.
• Coping with your own emotions, responses and behaviour effectively when dealing with challenging situations in the clinical setting.

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.

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.

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 and clinical staff.
• 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.
• Coping with your own emotions, responses and behaviour effectively when dealing with challenging situations in the clinical setting.

Examples are:

• Complying with the requirement for student registration with the Australian Health Practitioner Regulation Agency (AHPRA). Adhering to the policies, procedures, guidelines and statements specific to the Nursing and Midwifery Board of Australia.
• Complying with mandatory reporting requirements.
• Understanding and adhering to professional policy around the use of social media.
• Undertaking nursing care within the scope of practice relevant to the required knowledge and level of progression through your course of study.
• Understanding and adhering to legal requirements associated with the administration of medications.

Examples are:

• Actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual or group.
• Responding appropriately to a care request in the clinical environment.
• Providing the health care team with verbal handover reports related to patient care.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• 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.
• Recognising and interpreting non-verbal cues of the health care team, peers, patients and others and responding appropriately during clinical placement.
• Constructing your 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.
• Constructing a legible nursing report in a timely manner that meets professional standards and clearly communicates the intended message.
• Accurately documenting in patients' charts and records meeting legal and professional requirements.
• Accessing a computer for your studies.
• Regularly accessing the internet for research, and email for communication with peers and 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, and performing clinical skills within reasonable set timeframes.
• Applying knowledge of policy and procedures in the clinical setting.
• Applying theoretical knowledge and understanding of health history when undertaking patient assessment during admissions in clinical practice.
• Actively listening to information within a variety of academic and clinical 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.
• Reading and accurately interpreting plans of care and medication orders for patients.
• Completing nursing documentation that is accurate, clear and concise.
• Performing accurate drug calculations in a timely manner in medication administration assessments and in clinical practice.
• Demonstrating accurate recording on a fluid balance chart.
• Recognising when a calculator may have given an incorrect answer.

Examples are:

• Focussing on and recognising objects that are either near or far, e.g. reading learning resources such as lecture and tutorial screens face-to-face on-campus or on-line, reading examination papers and/or on-line computer quizzes; or during clinical placement.
• Observing non-verbal behaviour and other situations in a variety of professional settings.
• Accurately drawing up and administering medication.
• Observing and detecting subtle changes in wounds.
• Detecting changes in skin colour and general tissue perfusion.
• Hearing verbal communication from other students and lecturers during activities related to the course.
• Accurately interpreting the verbal communication and direction of clinical staff during emergency situations.
• Accurately detecting a blood pressure measurement, listening to heart, lung and bowel sounds by auscultation using a stethoscope.
• Responding to a care request by activation of a call bell or calls for help.
• Detecting changes in circulation observations e.g. assessing skin temperature and palpating pulses.
• Conducting a physical assessment detecting anatomical abnormalities e.g. swelling or alteration in texture.
• Using touch appropriately as an alternative means of conveying positive messages to patients such as emotional support and encouragement.

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.
• Providing support and directing people to resources to optimise health related decisions.
• Advocating on behalf of people in a manner that respects the person's autonomy and legal capacity.
• Using delegation, supervision, coordination, consultation and referrals in professional relationships to achieve improved health outcomes.
• 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.
• Participating in and/or leading collaborative practice.
• Reporting notifiable conduct of health professionals, health workers and others.

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.
• Developing 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.
• Complying with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions.
• Using ethical frameworks when making decisions.
• Maintaining accurate, comprehensive and timely documentation of assessments, planning, decision making, actions and evaluations.
• Contributing to quality improvement and relevant research.
• Evaluating and monitoring progress towards the expected goals and outcomes.
• Revising the plan based on the evaluation
• Determining, documenting and communicating further priorities, goals and outcomes with the relevant person.

Examples are:

• Actively participating in activities related to the course.
• Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
• Participating in learning clinical skills and engaging in simulation activities during on-campus learning and teaching situations.
• 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:

• Incorporating a range of gross motor skills while participating effectively in activities related to the course.
• Maintaining balance while safely mobilising and transferring individuals or resources.
• Moving with ease around patients' bedsides, bathrooms and equipment items while performing delivery of care activities and responding to emergency situations.
• Safely retrieving and utilising stock and equipment.
• Inserting a urinary catheter.
• Manipulating intricate surgical instruments and equipment while dressing a wound.
• Manipulating syringes and needles during preparation and administration of medications addressing safety to self and others.
• Priming, accurately inserting and setting prescribed rates on an infusion device.

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.
• Providing support and directing people to resources to optimise health related decisions.
• Advocating on behalf of people in a manner that respects the person's autonomy and legal capacity.
• Using delegation, supervision, coordination, consultation and referrals in professional relationships to achieve improved health outcomes.
• 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.
• Participating in and/or leading collaborative practice.
• Reporting notifiable conduct of health professionals, health workers and others.

Examples are:

• Accessing relevant CQUniversity sites to facilitate effective engagement with course content and demonstrate understanding of course requirements.
• Accessing and entering information into a digital health system to enable safe patient care in the simulated environment and while attending clinical placement.