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:

• Demonstrating that you are fit to practice and compliant with mandatory, legislative and registration requirements of a student physiotherapist.
• Demonstrating that you are able to practice safely and properly throughout the physiotherapy course, to meet core learning outcomes.
• Being reflective on personal behaviour appropriate for professional performance and be 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.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from the patients/clients, and situations in a professional setting.

Examples are:

• Understanding and complying with all relevant policies and procedures applicable to physiotherapy.
• Complying with the policies and practices of organisations (e.g. clinical settings) 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 National Police Check, Working with Children check ("Blue Card") and National Disability Insurance Scheme (NDIS) worker screening clearance.
• Complying with the requirements for student registration with the Australian Health Practitioner Regulation Agency (AHPRA).
• Complying with the requirement for students to maintain currency of all immunisation and vaccine requirements plus maintenance booster shots e.g. Influenza, Hepatitis B and MMR.

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 patients/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 in a timely manner.
• Competently using a desktop operating system such as Microsoft Windows or Mac OS, 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 physiotherapy related documentation which meets legal requirements.
• Demonstrating competency in applying sufficient mathematics knowledge and skills in prescribing adaptive equipment that correctly meets patient/client measurement requirements e.g. in the provision of assistive technologies.
• Demonstrating effective use of numeracy skills to record accurate measurements in patient/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. plinths, splinting equipment - heat guns, mobile ultrasound, hoists, tilt-tables 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 patients/clients responses during an assessment and treatment.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course and clinical placements.
• Detecting changes in circulation e.g. pulses, and temperature.
• Detecting anatomical or movement abnormalities e.g. palpating joints, muscles and soft tissues.

Examples are: 

• Showing sensitivity to individual difference, thus conveying respect and empathy for others.
• Accurately conveying information that meets legal and professional requirements to a wide variety of patients/clients and stakeholders.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner in difficult to deal with situations.
• Using language that is appropriate to the context of the patient/client and/or stakeholder group.
• Communicating effectively, and responding appropriately, to requests from patients/clients, peers, supervisors and other stakeholders.

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.
• Reflecting on one's clinical skills throughout practice in both the classroom and on clinical placements and seeking support and guidance from supervisors/lecturers as required.
• 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.

Examples are:

• 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 tasks and duties of a physiotherapy student, with physical energy, mental energy and endurance required.

Examples are:

• Maintaining your own and patients/clients balance simultaneously.
• Providing patient/client support when transferring and mobilising individuals in a safe manner.
• Evaluating patients/clients in a safe and effective manner 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.
• Performing assessment techniques e.g. evaluation of hand sensation and joint movement.
• Performing treatment techniques e.g. fabricating splints, demonstrating use of adaptive equipment, demonstrating fine motor tasks during activities of daily living.

Examples are: 

• Being able to communicate competently and appropriately, in a wide variety of contexts, in verbal, non-verbal and written formats.
• Being able to recognise and interpret the non-verbal cues of others, and respond appropriately during activities related to the course, as well as in clinical environments.
• Being able to use appropriate facial expressions, eye contact, and a range of body movements and gestures.
• Being mindful of personal space boundaries.
• Being responsive and professional in all communications with stakeholders.

Examples are:

• Competently using a desktop operating system such as Microsoft Windows or Mac OS, as well as other software such as Microsoft Office and EndNote, relevant to your course or workplace.
• Having 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 responding to emails.