CV69 - Bachelor of Echocardiography and Cardiac Physiology / Graduate Diploma of Echocardiography

Examples are:

• Comply with academic and non-academic policies and procedures such as CQUniversity’s 'Student Conduct Policy and Procedure', 'Assessment Policy and Procedure (Higher Education Coursework)' and 'Student Academic Integrity Policy and Procedure'.
• 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 and adherence to ethical behaviour.
• Maintaining ethical behaviour in all contexts.
• Comply with the rules and regulations of the Australasian Sonographer's Association (ASA) 'Sonographer Code of Conduct'.

Examples are:

• Comply with academic and non-academic policies and procedures such as CQUniversity’s 'Student Conduct Policy and Procedure', 'Assessment Policy and Procedure (Higher Education Coursework)' and 'Student Academic Integrity Policy and Procedure'.
• 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 and adherence to ethical behaviour.
• Maintaining ethical behaviour in all contexts.
• Comply with the rules and regulations of the Australasian Sonographer's Association (ASA) 'Sonographer Code of Conduct'.

Examples are:

• Interacting positively and effectively with other students while attending activities related to the course.
• Being receptive and responding appropriately to different viewpoints, to constructive feedback and to direction from academics and clinical staff.
• Coping effectively with your own emotions, responses and behaviour when dealing with challenging situations in the clinical setting to ensure your safety and well-being and the patient's safety and well-being.

Examples are:

• Complying with clinical sites requirements. These include criminal record checks and child protection and safety legislation including mandatory reporting requirements. (National Criminal Record Check and Working with Children Check).
• Understanding and adhering to professional policy around the use of social media.
• Knowing, understanding and complying with legislative, regulatory requirements and policy directives which are necessary pre-requisites to clinical placements in order to reduce the risk of harm, to self and others (for example occupational assessment, screening and vaccination against infectious diseases).

Examples are:

• Actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual or group.
• Verbally communicating your knowledge and skills with accuracy, appropriateness and effectiveness.
• Providing team members with clear concise verbal reports related to patient clinical presentation, situation/presentation, background history, clinical assessment and result of the ultrasound.
• Communicating with patients in an empathic and caring manner.
• Recognising and interpreting non-verbal cues of peers, patients and others and responding appropriately.
• Using appropriate facial expressions, eye contact and gestures while being mindful of interpersonal space.
• When required, needing to recognise and interpret non-verbal cues of others and responding appropriately during activities related to the course and clinical placements.
• Constructing your assessment work to academic standards with attention to correct grammar and punctuation.
• Constructing fluent summarised written text from complex and detailed information.
• Constructing legible reports in a timely manner to meet professional standards and clearly communicating the intended message.
• Accurately documenting 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 lecturers.
• Analysing, manipulating and displaying scientific information.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Applying knowledge of policy and procedures in clinical settings.
• Performing your duties within set time-frames.
• When applicable, applying theoretical knowledge to understand a patient's history when undertaking patient assessment.
• Applying theoretical knowledge of the human body systems and Echocardiography to enable cardiac information gathering and interpretation.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions.
• Actively listening to information within a variety of academic and clinical and emergency situations.
• Reading and accurately interpreting information related to patients.
• Completing documentation that is accurate, clear and concise.
• Demonstrating competency in applying basic mathematics knowledge and skills in using adaptive equipment that correctly meets client measurement requirements.
• Applying numeracy skills to interpret and solve problems in a range of educational and clinical settings.
• Having practical skills and be able to evaluate data in order to assess patients and evaluate findings in a safe and effective manner.

Examples are:

• Focusing on and recognising objects that are either near or far.
• Safely operating electronic equipment.
• Reading and interpreting diagnostic images, scans, videos, rhythm traces, blood pressures and other diagnostic data.
• Recognising variations in and interpreting diagnostic images using grey scale ultrasound, pulsed wave Doppler and colour Doppler imaging, Strain speckle tracking and 3D imaging.
• Visually distinguishing red from blue to determine the direction of blood flow.
• Viewing 3D anatomy in real time on a 2D screen.
• Selecting an optimal image and differentiating pathology using visual pattern recognition.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to consistently and accurately monitor, asses and manage a patient's needs.
• Accurately interpreting verbal communications and directions from staff.
• Hearing computer generated sounds which indicate pathology in the patient.
• Determining different blood flow velocities from computer generated Doppler.
• Performing auscultation and blood pressure manually.
• Using touch in an appropriate manner when conveying positive messages for emotional support during difficult circumstances.
• Conducting physical assessments using an ultrasound machine and detecting any anatomical abnormalities.
• Moving an ultrasound transducer in multiple planes.
• Undertaking fine motor manipulations of the ultrasound transducer in order to slide, rotate, tilt and fan through a structure to detect pathology.
• Transferring patients on and off beds and Cath lab tables.
• Operating equipment such as ECG machines and Treadmills with highly fragile parts.

Examples are:

• Collaborating with fellow students and clinical staff in planning, modifying and completing projects and procedures.
• Demonstrating respect for and consideration of divergent points of view within teams.
• Adapting to a variety of styles of instruction, feedback and supervision on clinical placements.
• Rapidly building rapport with patients to engage cooperation, elicit information and provide effective care in carrying out imaging examinations.
• Interacting and engaging with individuals and groups in a respectful and culturally competent manner.
• Responding constructively to feedback on performance.

Examples are:

• Assessing your own performance in a range of environments, including the classroom, clinical simulation laboratories and clinical workplace.
• Identifying contributing factors to your thinking patterns, actions and behaviours.
• Identifying when your performance may be negatively affected by your emotional response.
• Evaluating your knowledge and skills to determine whether or not a clinical activity is within your scope of practice.
• Being able to evaluate the effectiveness of assessment data that has been determined and identify areas for improvement.
• Ability to relate new knowledge to prior understanding.
• Formulating an action plan to address an identified performance gap.

Examples are:

• Actively participating in activities related to the course with adequate, sustained levels of physical energy and concentration.
• Participating in learning clinical skills and fully engaging in clinical practice activities.
• Having a sustained level of concentration and physical endurance during clinical placements and in your professional daily activities.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to the course.
• Maintaining balance while safely transferring delicate and large equipment.
• Moving with ease around patients and equipment items while performing delivery of care.
• Safely retrieving and utilising stock and equipment.
• Moving relatively heavy equipment up to and beyond 11 kg.
• Completing manual handling techniques to transfer patients and patients beds and wheel chairs.
• Manoeuvring about critical care machine and extending your body around them.
• Manipulating delicate, breakable and sensitive equipment such as ultrasound machines, transducers and other ultrasonic equipment with ease and care.
• Performing ECGs with small parts and leads.
• Moving an ultrasound transducer in multiple planes.
• Undertaking manipulations of the ultrasound transducer in order to slide, rotate, tilt and fan through a structure to detect pathology.

Examples are:

• Being a productive team member during learning activities in simulation and during clinical practice.
• Providing feedback to and responding to feedback from peers in learning teams.
• Developing and sustaining rapport with supervising clinicians during clinical practice to support effective working relationships, positive learning environments and positive outcomes for patients.

Examples are:

• Using the Moodle learning management system to engage with classmates and your instructor, access learning materials and undertake assessments.
• Using word processing, presentation and spreadsheet applications in undertaking assessments.
• Using ultrasound systems to produce, process and optimise echocardiographic images.
• Using 12 Lead ECG systems to capture and evaluate cardiac rhythm.
• Using facility Picture Archiving and Communications Systems (PACS) to retrieve, view and manipulate medical diagnostic images.
• Retrieving patient information and documenting procedures in Hospital Information Systems (HIS) and Radiology Information Systems (RIS) during clinical practice.

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).
• 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 and adherence to ethical behaviour.
• Maintaining ethical behaviour in all contexts.
• Complying with the rules and regulations of the Australasian Sonographer's Association 'Code of Conduct' and 'Standards of Practice'.
• Complying with the position statements for 'clinical practice' of the Cardiac Society of Australia and New Zealand (CSANZ).

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).
• 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 and adherence to ethical behaviour.
• Maintaining ethical behaviour in all contexts.
• Complying with the rules and regulations of the Australasian Sonographer's Association 'Code of Conduct' and 'Standards of Practice'.
• Complying with the position statements for 'clinical practice' of the Cardiac Society of Australia and New Zealand (CSANZ).

Examples are:

• Interacting positively and effectively with other students while attending activities related to the course.
• Being receptive and responding appropriately to different viewpoints, to constructive feedback and to direction from academics and clinical staff.
• Coping effectively with your own emotions, responses and behaviour when dealing with challenging situations in the clinical setting to ensure your safety and well-being and the patient's safety and well-being.

Examples are:

• Complying with clinical sites requirements. These include criminal record checks and child protection and safety legislation including mandatory reporting requirements. (National Criminal Record Check and Working with Children Check).
• Understanding and adhering to professional policy around the use of social media.
• Knowing, understanding and complying with legislative, regulatory requirements and policy directives which are necessary pre-requisites to clinical placements in order to reduce the risk of harm, to self and others (for example occupational assessment, screening and vaccination against infectious diseases).

Examples are:

• Actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual or group.
• Verbally communicating your knowledge and skills with accuracy, appropriateness and effectiveness.
• Providing team members with clear concise verbal reports related to patient clinical presentation, situation/presentation, background history, clinical assessment and result of the ultrasound.
• Communicating with patients in an empathic and caring manner.
• Recognising and interpreting non-verbal cues of peers, patients and others and responding appropriately.
• Using appropriate facial expressions, eye contact and gestures while being mindful of interpersonal space.
• When required, needing to recognise and interpret non-verbal cues of others and responding appropriately during activities related to the course and clinical placements.
• Constructing your assessment work to academic standards with attention to correct grammar and punctuation.
• Constructing fluent summarised written text from complex and detailed information.
• Constructing legible reports in a timely manner to meet professional standards and clearly communicating the intended message.
• Accurately documenting 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 lecturers.
• Analysing, manipulating and displaying scientific information.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Applying knowledge of policy and procedures in clinical settings.
• Performing your duties within set time-frames.
• When applicable, applying theoretical knowledge to understand a patient's history when undertaking patient assessment.
• Applying theoretical knowledge of the human body systems and Echocardiography to enable cardiac information gathering and interpretation.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions.
• Actively listening to information within a variety of academic and clinical and emergency situations.
• Reading and accurately interpreting information related to patients.
• Completing documentation that is accurate, clear and concise.
• Demonstrating competency in applying basic mathematics knowledge and skills in using adaptive equipment that correctly meets client measurement requirements.
• Applying numeracy skills to interpret and solve problems in a range of educational and clinical settings.
• Having practical skills and be able to evaluate data in order to assess patients and evaluate findings in a safe and effective manner.

Examples are:

• Focusing on and recognising objects that are either near or far.
• Safely operating electronic equipment.
• Reading and interpreting diagnostic images, scans, videos, or 3D or 4D ECG un-zoomed, rhythm analysis, blood pressures and high volumes of anatomy and diagnostic data.
• Recognising variations in and interpreting diagnostic images using grey scale ultrasound, pulsed wave Doppler and colour Doppler imaging, Strain speckle tracking and 4D imaging.
• Visually distinguishing red from blue to determine the direction of blood flow.
• Viewing 3D anatomy in real time on a 2D screen.
• Selecting an optimal image and differentiating pathology using visual pattern recognition.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to consistently and accurately monitor, asses and manage a patient's needs.
• Accurately interpreting verbal communications and directions from staff.
• Hearing computer generated sounds which indicate pathology in the patient.
• Determining different blood flow velocities from computer generated Doppler.
• Performing auscultation and blood pressure manually.
• Using touch in an appropriate manner when conveying positive messages for emotional support during difficult circumstances.
• Conducting physical assessments using an ultrasound machine and detecting any anatomical abnormalities.
• Moving an ultrasound transducer in multiple planes.
• Undertaking fine motor manipulations of the ultrasound transducer in order to slide, rotate, tilt and fan through a structure to detect pathology.
• Transferring patients on and off beds and Cath lab tables.
• Operating equipment such as ECG machines and Treadmills with highly fragile parts.

Examples are:

• Collaborating with fellow students and clinical staff in planning, modifying and completing projects and procedures.
• Demonstrating respect for and consideration of divergent points of view within teams.
• Adapting to a variety of styles of instruction, feedback and supervision on clinical placements.
• Rapidly building rapport with patients to engage cooperation, elicit information and provide effective care in carrying out imaging examinations.
• Interacting and engaging with individuals and groups in a respectful and culturally competent manner.
• Responding constructively to feedback on performance.

Examples are:

• Assessing your own performance in a range of environments, including the classroom, clinical simulation laboratories and clinical workplace.
• Identifying contributing factors to your thinking patterns, actions and behaviours.
• Identifying when your performance may be negatively affected by your emotional response.
• Evaluating your knowledge and skills to determine whether or not a clinical activity is within your scope of practice.
• Being able to evaluate the effectiveness of assessment data that has been determined and identify areas for improvement.
• Ability to relate new knowledge to prior understanding.
• Formulating an action plan to address an identified performance gap.

Examples are:

• Actively participating in activities related to the course with adequate, sustained levels of physical energy and concentration.
• Participating in learning clinical skills and fully engaging in clinical practice activities.
• Having a sustained level of concentration and physical endurance during clinical placements and in your professional daily activities.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to the course.
• Maintaining balance while safely transferring delicate and large equipment.
• Moving with ease around patients and equipment items while performing delivery of care.
• Safely retrieving and utilising stock and equipment.
• Moving relatively heavy equipment up to and beyond 11 kg.
• Completing manual handling techniques to transfer patients and patients beds and wheel chairs.
• Manoeuvring about critical care machine and extending your body around them.
• Manipulating delicate, breakable and sensitive equipment such as ultrasound machines, transducers and other ultrasonic equipment with ease and care.
• Performing ECGs with small parts and leads.
• Moving an ultrasound transducer in multiple planes.
• Undertaking manipulations of the ultrasound transducer in order to slide, rotate, tilt and fan through a structure to detect pathology.

Examples are:

• Being a productive team member during learning activities in simulation and during clinical practice.
• Providing feedback to and responding to feedback from peers in learning teams.
• Developing and sustaining rapport with supervising clinicians during clinical practice to support effective working relationships, positive learning environments and positive outcomes for patients.

Examples are:

• Using the Moodle learning management system to engage with classmates and your instructor, access learning materials and undertake assessments.
• Using word processing, presentation and spreadsheet applications in undertaking assessments.
• Using ultrasound systems to produce, process and optimise echocardiographic images.
• Using 12 Lead ECG systems to capture and evaluate cardiac rhythm.
• Using facility Picture Archiving and Communications Systems (PACS) to retrieve, view and manipulate medical diagnostic images.
• Retrieving patient information and documenting procedures in Hospital Information Systems (HIS) and Radiology Information Systems (RIS) during clinical practice.

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).
• 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 and adherence to ethical behaviour.
• Maintaining ethical behaviour in all contexts.
• Complying with the rules and regulations of the Australasian Sonographer's Association 'Code of Conduct' and 'Standards of Practice'.
• Complying with the position statements for 'clinical practice' of the Cardiac Society of Australia and New Zealand (CSANZ).

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).
• 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 and adherence to ethical behaviour.
• Maintaining ethical behaviour in all contexts.
• Complying with the rules and regulations of the Australasian Sonographer's Association 'Code of Conduct' and 'Standards of Practice'.
• Complying with the position statements for 'clinical practice' of the Cardiac Society of Australia and New Zealand (CSANZ).

Examples are:

• Interacting positively and effectively with other students while attending activities related to the course.
• Being receptive and responding appropriately to different viewpoints, to constructive feedback and to direction from academics and clinical staff.
• Coping effectively with your own emotions, responses and behaviour when dealing with challenging situations in the clinical setting to ensure your safety and well-being and the patient's safety and well-being.

Examples are:

• Complying with clinical sites requirements. These include criminal record checks and child protection and safety legislation including mandatory reporting requirements. (National Criminal Record Check and Working with Children Check).
• Understanding and adhering to professional policy around the use of social media.
• Knowing, understanding and complying with legislative, regulatory requirements and policy directives which are necessary pre-requisites to clinical placements in order to reduce the risk of harm, to self and others (for example occupational assessment, screening and vaccination against infectious diseases).

Examples are:

• Actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual or group.
• Verbally communicating your knowledge and skills with accuracy, appropriateness and effectiveness.
• Providing team members with clear concise verbal reports related to patient clinical presentation, situation/presentation, background history, clinical assessment and result of the ultrasound.
• Communicating with patients in an empathic and caring manner.
• Recognising and interpreting non-verbal cues of peers, patients and others and responding appropriately.
• Using appropriate facial expressions, eye contact and gestures while being mindful of interpersonal space.
• When required, needing to recognise and interpret non-verbal cues of others and responding appropriately during activities related to the course and clinical placements.
• Constructing your assessment work to academic standards with attention to correct grammar and punctuation.
• Constructing fluent summarised written text from complex and detailed information.
• Constructing legible reports in a timely manner to meet professional standards and clearly communicating the intended message.
• Accurately documenting 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 lecturers.
• Analysing, manipulating and displaying scientific information.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Applying knowledge of policy and procedures in clinical settings.
• Performing your duties within set time-frames.
• When applicable, applying theoretical knowledge to understand a patient's history when undertaking patient assessment.
• Applying theoretical knowledge of the human body systems and Echocardiography to enable cardiac information gathering and interpretation.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions.
• Actively listening to information within a variety of academic and clinical and emergency situations.
• Reading and accurately interpreting information related to patients.
• Completing documentation that is accurate, clear and concise.
• Demonstrating competency in applying basic mathematics knowledge and skills in using adaptive equipment that correctly meets client measurement requirements.
• Applying numeracy skills to interpret and solve problems in a range of educational and clinical settings.
• Having practical skills and be able to evaluate data in order to assess patients and evaluate findings in a safe and effective manner.

Examples are:

• Focusing on and recognising objects that are either near or far.
• Safely operating electronic equipment.
• Reading and interpreting diagnostic images, scans, videos, or 3D or 4D ECG un-zoomed, rhythm analysis, blood pressures and high volumes of anatomy and diagnostic data.
• Recognising variations in and interpreting diagnostic images using grey scale ultrasound, pulsed wave Doppler and colour Doppler imaging, Strain speckle tracking and 4D imaging.
• Visually distinguishing red from blue to determine the direction of blood flow.
• Viewing 3D anatomy in real time on a 2D screen.
• Selecting an optimal image and differentiating pathology using visual pattern recognition.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to consistently and accurately monitor, asses and manage a patient's needs.
• Accurately interpreting verbal communications and directions from staff.
• Hearing computer generated sounds which indicate pathology in the patient.
• Determining different blood flow velocities from computer generated Doppler.
• Performing auscultation and blood pressure manually.
• Using touch in an appropriate manner when conveying positive messages for emotional support during difficult circumstances.
• Conducting physical assessments using an ultrasound machine and detecting any anatomical abnormalities.
• Moving an ultrasound transducer in multiple planes.
• Undertaking fine motor manipulations of the ultrasound transducer in order to slide, rotate, tilt and fan through a structure to detect pathology.
• Transferring patients on and off beds and Cath lab tables.
• Operating equipment such as ECG machines and Treadmills with highly fragile parts.

Examples are:

• Collaborating with fellow students and clinical staff in planning, modifying and completing projects and procedures.
• Demonstrating respect for and consideration of divergent points of view within teams.
• Adapting to a variety of styles of instruction, feedback and supervision on clinical placements.
• Rapidly building rapport with patients to engage cooperation, elicit information and provide effective care in carrying out imaging examinations.
• Interacting and engaging with individuals and groups in a respectful and culturally competent manner.
• Responding constructively to feedback on performance.

Examples are:

• Assessing your own performance in a range of environments, including the classroom, clinical simulation laboratories and clinical workplace.
• Identifying contributing factors to your thinking patterns, actions and behaviours.
• Identifying when your performance may be negatively affected by your emotional response.
• Evaluating your knowledge and skills to determine whether or not a clinical activity is within your scope of practice.
• Being able to evaluate the effectiveness of assessment data that has been determined and identify areas for improvement.
• Ability to relate new knowledge to prior understanding.
• Formulating an action plan to address an identified performance gap.

Examples are:

• Actively participating in activities related to the course with adequate, sustained levels of physical energy and concentration.
• Participating in learning clinical skills and fully engaging in clinical practice activities.
• Having a sustained level of concentration and physical endurance during clinical placements and in your professional daily activities.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to the course.
• Maintaining balance while safely transferring delicate and large equipment.
• Moving with ease around patients and equipment items while performing delivery of care.
• Safely retrieving and utilising stock and equipment.
• Moving relatively heavy equipment up to and beyond 11 kg.
• Completing manual handling techniques to transfer patients and patients beds and wheel chairs.
• Manoeuvring about critical care machine and extending your body around them.
• Manipulating delicate, breakable and sensitive equipment such as ultrasound machines, transducers and other ultrasonic equipment with ease and care.
• Performing ECGs with small parts and leads.
• Moving an ultrasound transducer in multiple planes.
• Undertaking manipulations of the ultrasound transducer in order to slide, rotate, tilt and fan through a structure to detect pathology.

Examples are:

• Being a productive team member during learning activities in simulation and during clinical practice.
• Providing feedback to and responding to feedback from peers in learning teams.
• Developing and sustaining rapport with supervising clinicians during clinical practice to support effective working relationships, positive learning environments and positive outcomes for patients.

Examples are:

• Using the Moodle learning management system to engage with classmates and your instructor, access learning materials and undertake assessments.
• Using word processing, presentation and spreadsheet applications in undertaking assessments.
• Using ultrasound systems to produce, process and optimise echocardiographic images.
• Using 12 Lead ECG systems to capture and evaluate cardiac rhythm.
• Using facility Picture Archiving and Communications Systems (PACS) to retrieve, view and manipulate medical diagnostic images.
• Retrieving patient information and documenting procedures in Hospital Information Systems (HIS) and Radiology Information Systems (RIS) during clinical practice.

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).
• 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 and adherence to ethical behaviour.
• Maintaining ethical behaviour in all contexts.
• Complying with the rules and regulations of the Australasian Sonographer's Association 'Code of Conduct' and 'Standards of Practice'.
• Complying with the position statements for 'clinical practice' of the Cardiac Society of Australia and New Zealand (CSANZ).

Examples are:

• Interacting positively and effectively with other students while attending activities related to the course.
• Being receptive and responding appropriately to different viewpoints, to constructive feedback and to direction from academics and clinical staff.
• Coping effectively with your own emotions, responses and behaviour when dealing with challenging situations in the clinical setting to ensure your safety and well-being and the patient's safety and well-being.

Examples are:

• Complying with clinical sites requirements. These include criminal record checks and child protection and safety legislation including mandatory reporting requirements. (National Criminal Record Check and Working with Children Check).
• Understanding and adhering to professional policy around the use of social media.
• Knowing, understanding and complying with legislative, regulatory requirements and policy directives which are necessary pre-requisites to clinical placements in order to reduce the risk of harm, to self and others (for example occupational assessment, screening and vaccination against infectious diseases).

Examples are:

• Actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual or group.
• Verbally communicating your knowledge and skills with accuracy, appropriateness and effectiveness.
• Providing team members with clear concise verbal reports related to patient clinical presentation, situation/presentation, background history, clinical assessment and result of the ultrasound.
• Communicating with patients in an empathic and caring manner.
• Recognising and interpreting non-verbal cues of peers, patients and others and responding appropriately.
• Using appropriate facial expressions, eye contact and gestures while being mindful of interpersonal space.
• When required, needing to recognise and interpret non-verbal cues of others and responding appropriately during activities related to the course and clinical placements.
• Constructing your assessment work to academic standards with attention to correct grammar and punctuation.
• Constructing fluent summarised written text from complex and detailed information.
• Constructing legible reports in a timely manner to meet professional standards and clearly communicating the intended message.
• Accurately documenting 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 lecturers.
• Analysing, manipulating and displaying scientific information.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Applying knowledge of policy and procedures in clinical settings.
• Performing your duties within set time-frames.
• When applicable, applying theoretical knowledge to understand a patient's history when undertaking patient assessment.
• Applying theoretical knowledge of the human body systems and Echocardiography to enable cardiac information gathering and interpretation.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions.
• Actively listening to information within a variety of academic and clinical and emergency situations.
• Reading and accurately interpreting information related to patients.
• Completing documentation that is accurate, clear and concise.
• Demonstrating competency in applying basic mathematics knowledge and skills in using adaptive equipment that correctly meets client measurement requirements.
• Applying numeracy skills to interpret and solve problems in a range of educational and clinical settings.
• Having practical skills and be able to evaluate data in order to assess patients and evaluate findings in a safe and effective manner.

Examples are:

• Focusing on and recognising objects that are either near or far.
• Safely operating electronic equipment.
• Reading and interpreting diagnostic images, scans, videos, or 3D or 4D ECG un-zoomed, rhythm analysis, blood pressures and high volumes of anatomy and diagnostic data.
• Recognising variations in and interpreting diagnostic images using grey scale ultrasound, pulsed wave Doppler and colour Doppler imaging, Strain speckle tracking and 4D imaging.
• Visually distinguishing red from blue to determine the direction of blood flow.
• Viewing 3D anatomy in real time on a 2D screen.
• Selecting an optimal image and differentiating pathology using visual pattern recognition.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to consistently and accurately monitor, asses and manage a patient's needs.
• Accurately interpreting verbal communications and directions from staff.
• Hearing computer generated sounds which indicate pathology in the patient.
• Determining different blood flow velocities from computer generated Doppler.
• Performing auscultation and blood pressure manually.
• Using touch in an appropriate manner when conveying positive messages for emotional support during difficult circumstances.
• Conducting physical assessments using an ultrasound machine and detecting any anatomical abnormalities.
• Moving an ultrasound transducer in multiple planes.
• Undertaking fine motor manipulations of the ultrasound transducer in order to slide, rotate, tilt and fan through a structure to detect pathology.
• Transferring patients on and off beds and Cath lab tables.
• Operating equipment such as ECG machines and Treadmills with highly fragile parts.

Examples are:

• Collaborating with fellow students and clinical staff in planning, modifying and completing projects and procedures.
• Demonstrating respect for and consideration of divergent points of view within teams.
• Adapting to a variety of styles of instruction, feedback and supervision on clinical placements.
• Rapidly building rapport with patients to engage cooperation, elicit information and provide effective care in carrying out imaging examinations.
• Interacting and engaging with individuals and groups in a respectful and culturally competent manner.
• Responding constructively to feedback on performance.

Examples are:

• Assessing your own performance in a range of environments, including the classroom, clinical simulation laboratories and clinical workplace.
• Identifying contributing factors to your thinking patterns, actions and behaviours.
• Identifying when your performance may be negatively affected by your emotional response.
• Evaluating your knowledge and skills to determine whether or not a clinical activity is within your scope of practice.
• Being able to evaluate the effectiveness of assessment data that has been determined and identify areas for improvement.
• Ability to relate new knowledge to prior understanding.
• Formulating an action plan to address an identified performance gap.

Examples are:

• Actively participating in activities related to the course with adequate, sustained levels of physical energy and concentration.
• Participating in learning clinical skills and fully engaging in clinical practice activities.
• Having a sustained level of concentration and physical endurance during clinical placements and in your professional daily activities.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to the course.
• Maintaining balance while safely transferring delicate and large equipment.
• Moving with ease around patients and equipment items while performing delivery of care.
• Safely retrieving and utilising stock and equipment.
• Moving relatively heavy equipment up to and beyond 11 kg.
• Completing manual handling techniques to transfer patients and patients beds and wheel chairs.
• Manoeuvring about critical care machine and extending your body around them.
• Manipulating delicate, breakable and sensitive equipment such as ultrasound machines, transducers and other ultrasonic equipment with ease and care.
• Performing ECGs with small parts and leads.
• Moving an ultrasound transducer in multiple planes.
• Undertaking manipulations of the ultrasound transducer in order to slide, rotate, tilt and fan through a structure to detect pathology.

Examples are:

• Being a productive team member during learning activities in simulation and during clinical practice.
• Providing feedback to and responding to feedback from peers in learning teams.
• Developing and sustaining rapport with supervising clinicians during clinical practice to support effective working relationships, positive learning environments and positive outcomes for patients.

Examples are:

• Using the Moodle learning management system to engage with classmates and your instructor, access learning materials and undertake assessments.
• Using word processing, presentation and spreadsheet applications in undertaking assessments.
• Using ultrasound systems to produce, process and optimise echocardiographic images.
• Using 12 Lead ECG systems to capture and evaluate cardiac rhythm.
• Using facility Picture Archiving and Communications Systems (PACS) to retrieve, view and manipulate medical diagnostic images.
• Retrieving patient information and documenting procedures in Hospital Information Systems (HIS) and Radiology Information Systems (RIS) during clinical practice.

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).
• 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 and adherence to ethical behaviour.
• Maintaining ethical behaviour in all contexts.
• Complying with the rules and regulations of the Australasian Sonographer's Association 'Code of Conduct' and 'Standards of Practice'.
• Complying with the position statements for 'clinical practice' of the Cardiac Society of Australia and New Zealand (CSANZ).

Examples are:

• Interacting positively and effectively with other students while attending activities related to the course.
• Being receptive and responding appropriately to different viewpoints, to constructive feedback and to direction from academics and clinical staff.
• Coping effectively with your own emotions, responses and behaviour when dealing with challenging situations in the clinical setting to ensure your safety and well-being and the patient's safety and well-being.

Examples are:

• Complying with clinical sites requirements. These include criminal record checks and child protection and safety legislation including mandatory reporting requirements. (National Criminal Record Check and Working with Children Check).
• Understanding and adhering to professional policy around the use of social media.
• Knowing, understanding and complying with legislative, regulatory requirements and policy directives which are necessary pre-requisites to clinical placements in order to reduce the risk of harm, to self and others (for example occupational assessment, screening and vaccination against infectious diseases).

Examples are:

• Actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual or group.
• Verbally communicating your knowledge and skills with accuracy, appropriateness and effectiveness.
• Providing team members with clear concise verbal reports related to patient clinical presentation, situation/presentation, background history, clinical assessment and result of the ultrasound.
• Communicating with patients in an empathic and caring manner.
• Recognising and interpreting non-verbal cues of peers, patients and others and responding appropriately.
• Using appropriate facial expressions, eye contact and gestures while being mindful of interpersonal space.
• When required, needing to recognise and interpret non-verbal cues of others and responding appropriately during activities related to the course and clinical placements.
• Constructing your assessment work to academic standards with attention to correct grammar and punctuation.
• Constructing fluent summarised written text from complex and detailed information.
• Constructing legible reports in a timely manner to meet professional standards and clearly communicating the intended message.
• Accurately documenting 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 lecturers.
• Analysing, manipulating and displaying scientific information.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Applying knowledge of policy and procedures in clinical settings.
• Performing your duties within set time-frames.
• When applicable, applying theoretical knowledge to understand a patient's history when undertaking patient assessment.
• Applying theoretical knowledge of the human body systems and Echocardiography to enable cardiac information gathering and interpretation.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions.
• Actively listening to information within a variety of academic and clinical and emergency situations.
• Reading and accurately interpreting information related to patients.
• Completing documentation that is accurate, clear and concise.
• Demonstrating competency in applying basic mathematics knowledge and skills in using adaptive equipment that correctly meets client measurement requirements.
• Applying numeracy skills to interpret and solve problems in a range of educational and clinical settings.
• Having practical skills and be able to evaluate data in order to assess patients and evaluate findings in a safe and effective manner.

Examples are:

• Focusing on and recognising objects that are either near or far.
• Safely operating electronic equipment.
• Reading and interpreting diagnostic images, scans, videos, or 3D or 4D ECG un-zoomed, rhythm analysis, blood pressures and high volumes of anatomy and diagnostic data.
• Recognising variations in and interpreting diagnostic images using grey scale ultrasound, pulsed wave Doppler and colour Doppler imaging, Strain speckle tracking and 4D imaging.
• Visually distinguishing red from blue to determine the direction of blood flow.
• Viewing 3D anatomy in real time on a 2D screen.
• Selecting an optimal image and differentiating pathology using visual pattern recognition.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to consistently and accurately monitor, asses and manage a patient's needs.
• Accurately interpreting verbal communications and directions from staff.
• Hearing computer generated sounds which indicate pathology in the patient.
• Determining different blood flow velocities from computer generated Doppler.
• Performing auscultation and blood pressure manually.
• Using touch in an appropriate manner when conveying positive messages for emotional support during difficult circumstances.
• Conducting physical assessments using an ultrasound machine and detecting any anatomical abnormalities.
• Moving an ultrasound transducer in multiple planes.
• Undertaking fine motor manipulations of the ultrasound transducer in order to slide, rotate, tilt and fan through a structure to detect pathology.
• Transferring patients on and off beds and Cath lab tables.
• Operating equipment such as ECG machines and Treadmills with highly fragile parts.

Examples are:

• Collaborating with fellow students and clinical staff in planning, modifying and completing projects and procedures.
• Demonstrating respect for and consideration of divergent points of view within teams.
• Adapting to a variety of styles of instruction, feedback and supervision on clinical placements.
• Rapidly building rapport with patients to engage cooperation, elicit information and provide effective care in carrying out imaging examinations.
• Interacting and engaging with individuals and groups in a respectful and culturally competent manner.
• Responding constructively to feedback on performance.

Examples are:

• Assessing your own performance in a range of environments, including the classroom, clinical simulation laboratories and clinical workplace.
• Identifying contributing factors to your thinking patterns, actions and behaviours.
• Identifying when your performance may be negatively affected by your emotional response.
• Evaluating your knowledge and skills to determine whether or not a clinical activity is within your scope of practice.
• Being able to evaluate the effectiveness of assessment data that has been determined and identify areas for improvement.
• Ability to relate new knowledge to prior understanding.
• Formulating an action plan to address an identified performance gap.

Examples are:

• Actively participating in activities related to the course with adequate, sustained levels of physical energy and concentration.
• Participating in learning clinical skills and fully engaging in clinical practice activities.
• Having a sustained level of concentration and physical endurance during clinical placements and in your professional daily activities.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to the course.
• Maintaining balance while safely transferring delicate and large equipment.
• Moving with ease around patients and equipment items while performing delivery of care.
• Safely retrieving and utilising stock and equipment.
• Moving relatively heavy equipment up to and beyond 11 kg.
• Completing manual handling techniques to transfer patients and patients beds and wheel chairs.
• Manoeuvring about critical care machine and extending your body around them.
• Manipulating delicate, breakable and sensitive equipment such as ultrasound machines, transducers and other ultrasonic equipment with ease and care.
• Performing ECGs with small parts and leads.
• Moving an ultrasound transducer in multiple planes.
• Undertaking manipulations of the ultrasound transducer in order to slide, rotate, tilt and fan through a structure to detect pathology.

Examples are:

• Being a productive team member during learning activities in simulation and during clinical practice.
• Providing feedback to and responding to feedback from peers in learning teams.
• Developing and sustaining rapport with supervising clinicians during clinical practice to support effective working relationships, positive learning environments and positive outcomes for patients.

Examples are:

• Using the Moodle learning management system to engage with classmates and your instructor, access learning materials and undertake assessments.
• Using word processing, presentation and spreadsheet applications in undertaking assessments.
• Using ultrasound systems to produce, process and optimise echocardiographic images.
• Using 12 Lead ECG systems to capture and evaluate cardiac rhythm.
• Using facility Picture Archiving and Communications Systems (PACS) to retrieve, view and manipulate medical diagnostic images.
• Retrieving patient information and documenting procedures in Hospital Information Systems (HIS) and Radiology Information Systems (RIS) during clinical practice.

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).
• 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 and adherence to ethical behaviour.
• Maintaining ethical behaviour in all contexts.
• Complying with the rules and regulations of the Australasian Sonographer's Association 'Code of Conduct' and 'Standards of Practice'.
• Complying with the position statements for 'clinical practice' of the Cardiac Society of Australia and New Zealand (CSANZ).

Examples are:

• Interacting positively and effectively with other students while attending activities related to the course.
• Being receptive and responding appropriately to different viewpoints, to constructive feedback and to direction from academics and clinical staff.
• Coping effectively with your own emotions, responses and behaviour when dealing with challenging situations in the clinical setting to ensure your safety and well-being and the patient's safety and well-being.

Examples are:

• Complying with clinical sites requirements. These include criminal record checks and child protection and safety legislation including mandatory reporting requirements. (National Criminal Record Check and Working with Children Check).
• Understanding and adhering to professional policy around the use of social media.
• Knowing, understanding and complying with legislative, regulatory requirements and policy directives which are necessary pre-requisites to clinical placements in order to reduce the risk of harm, to self and others (for example occupational assessment, screening and vaccination against infectious diseases).

Examples are:

• Actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual or group.
• Verbally communicating your knowledge and skills with accuracy, appropriateness and effectiveness.
• Providing team members with clear concise verbal reports related to patient clinical presentation, situation/presentation, background history, clinical assessment and result of the ultrasound.
• Communicating with patients in an empathic and caring manner.
• Recognising and interpreting non-verbal cues of peers, patients and others and responding appropriately.
• Using appropriate facial expressions, eye contact and gestures while being mindful of interpersonal space.
• When required, needing to recognise and interpret non-verbal cues of others and responding appropriately during activities related to the course and clinical placements.
• Constructing your assessment work to academic standards with attention to correct grammar and punctuation.
• Constructing fluent summarised written text from complex and detailed information.
• Constructing legible reports in a timely manner to meet professional standards and clearly communicating the intended message.
• Accurately documenting 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 lecturers.
• Analysing, manipulating and displaying scientific information.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Applying knowledge of policy and procedures in clinical settings.
• Performing your duties within set time-frames.
• When applicable, applying theoretical knowledge to understand a patient's history when undertaking patient assessment.
• Applying theoretical knowledge of the human body systems and Echocardiography to enable cardiac information gathering and interpretation.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions.
• Actively listening to information within a variety of academic and clinical and emergency situations.
• Reading and accurately interpreting information related to patients.
• Completing documentation that is accurate, clear and concise.
• Demonstrating competency in applying basic mathematics knowledge and skills in using adaptive equipment that correctly meets client measurement requirements.
• Applying numeracy skills to interpret and solve problems in a range of educational and clinical settings.
• Having practical skills and be able to evaluate data in order to assess patients and evaluate findings in a safe and effective manner.

Examples are:

• Focusing on and recognising objects that are either near or far.
• Safely operating electronic equipment.
• Reading and interpreting diagnostic images, scans, videos, or 3D or 4D ECG un-zoomed, rhythm analysis, blood pressures and high volumes of anatomy and diagnostic data.
• Recognising variations in and interpreting diagnostic images using grey scale ultrasound, pulsed wave Doppler and colour Doppler imaging, Strain speckle tracking and 4D imaging.
• Visually distinguishing red from blue to determine the direction of blood flow.
• Viewing 3D anatomy in real time on a 2D screen.
• Selecting an optimal image and differentiating pathology using visual pattern recognition.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to consistently and accurately monitor, asses and manage a patient's needs.
• Accurately interpreting verbal communications and directions from staff.
• Hearing computer generated sounds which indicate pathology in the patient.
• Determining different blood flow velocities from computer generated Doppler.
• Performing auscultation and blood pressure manually.
• Using touch in an appropriate manner when conveying positive messages for emotional support during difficult circumstances.
• Conducting physical assessments using an ultrasound machine and detecting any anatomical abnormalities.
• Moving an ultrasound transducer in multiple planes.
• Undertaking fine motor manipulations of the ultrasound transducer in order to slide, rotate, tilt and fan through a structure to detect pathology.
• Transferring patients on and off beds and Cath lab tables.
• Operating equipment such as ECG machines and Treadmills with highly fragile parts.

Examples are:

• Collaborating with fellow students and clinical staff in planning, modifying and completing projects and procedures.
• Demonstrating respect for and consideration of divergent points of view within teams.
• Adapting to a variety of styles of instruction, feedback and supervision on clinical placements.
• Rapidly building rapport with patients to engage cooperation, elicit information and provide effective care in carrying out imaging examinations.
• Interacting and engaging with individuals and groups in a respectful and culturally competent manner.
• Responding constructively to feedback on performance.

Examples are:

• Assessing your own performance in a range of environments, including the classroom, clinical simulation laboratories and clinical workplace.
• Identifying contributing factors to your thinking patterns, actions and behaviours.
• Identifying when your performance may be negatively affected by your emotional response.
• Evaluating your knowledge and skills to determine whether or not a clinical activity is within your scope of practice.
• Being able to evaluate the effectiveness of assessment data that has been determined and identify areas for improvement.
• Ability to relate new knowledge to prior understanding.
• Formulating an action plan to address an identified performance gap.

Examples are:

• Actively participating in activities related to the course with adequate, sustained levels of physical energy and concentration.
• Participating in learning clinical skills and fully engaging in clinical practice activities.
• Having a sustained level of concentration and physical endurance during clinical placements and in your professional daily activities.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to the course.
• Maintaining balance while safely transferring delicate and large equipment.
• Moving with ease around patients and equipment items while performing delivery of care.
• Safely retrieving and utilising stock and equipment.
• Moving relatively heavy equipment up to and beyond 11 kg.
• Completing manual handling techniques to transfer patients and patients beds and wheel chairs.
• Manoeuvring about critical care machine and extending your body around them.
• Manipulating delicate, breakable and sensitive equipment such as ultrasound machines, transducers and other ultrasonic equipment with ease and care.
• Performing ECGs with small parts and leads.
• Moving an ultrasound transducer in multiple planes.
• Undertaking manipulations of the ultrasound transducer in order to slide, rotate, tilt and fan through a structure to detect pathology.

Examples are:

• Being a productive team member during learning activities in simulation and during clinical practice.
• Providing feedback to and responding to feedback from peers in learning teams.
• Developing and sustaining rapport with supervising clinicians during clinical practice to support effective working relationships, positive learning environments and positive outcomes for patients.

Examples are:

• Using the Moodle learning management system to engage with classmates and your instructor, access learning materials and undertake assessments.
• Using word processing, presentation and spreadsheet applications in undertaking assessments.
• Using ultrasound systems to produce, process and optimise echocardiographic images.
• Using 12 Lead ECG systems to capture and evaluate cardiac rhythm.
• Using facility Picture Archiving and Communications Systems (PACS) to retrieve, view and manipulate medical diagnostic images.
• Retrieving patient information and documenting procedures in Hospital Information Systems (HIS) and Radiology Information Systems (RIS) during clinical practice.

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).
• 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 and adherence to ethical behaviour.
• Maintaining ethical behaviour in all contexts.
• Complying with the rules and regulations of the Australasian Sonographer's Association 'Code of Conduct' and 'Standards of Practice'.
• Complying with the position statements for 'clinical practice' of the Cardiac Society of Australia and New Zealand (CSANZ).

Examples are:

• Interacting positively and effectively with other students while attending activities related to the course.
• Being receptive and responding appropriately to different viewpoints, to constructive feedback and to direction from academics and clinical staff.
• Coping effectively with your own emotions, responses and behaviour when dealing with challenging situations in the clinical setting to ensure your safety and well-being and the patient's safety and well-being.

Examples are:

• Complying with clinical sites requirements. These include criminal record checks and child protection and safety legislation including mandatory reporting requirements. (National Criminal Record Check and Working with Children Check).
• Understanding and adhering to professional policy around the use of social media.
• Knowing, understanding and complying with legislative, regulatory requirements and policy directives which are necessary pre-requisites to clinical placements in order to reduce the risk of harm, to self and others (for example occupational assessment, screening and vaccination against infectious diseases).

Examples are:

• Actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual or group.
• Verbally communicating your knowledge and skills with accuracy, appropriateness and effectiveness.
• Providing team members with clear concise verbal reports related to patient clinical presentation, situation/presentation, background history, clinical assessment and result of the ultrasound.
• Communicating with patients in an empathic and caring manner.
• Recognising and interpreting non-verbal cues of peers, patients and others and responding appropriately.
• Using appropriate facial expressions, eye contact and gestures while being mindful of interpersonal space.
• When required, needing to recognise and interpret non-verbal cues of others and responding appropriately during activities related to the course and clinical placements.
• Constructing your assessment work to academic standards with attention to correct grammar and punctuation.
• Constructing fluent summarised written text from complex and detailed information.
• Constructing legible reports in a timely manner to meet professional standards and clearly communicating the intended message.
• Accurately documenting 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 lecturers.
• Analysing, manipulating and displaying scientific information.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Applying knowledge of policy and procedures in clinical settings.
• Performing your duties within set time-frames.
• When applicable, applying theoretical knowledge to understand a patient's history when undertaking patient assessment.
• Applying theoretical knowledge of the human body systems and Echocardiography to enable cardiac information gathering and interpretation.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions.
• Actively listening to information within a variety of academic and clinical and emergency situations.
• Reading and accurately interpreting information related to patients.
• Completing documentation that is accurate, clear and concise.
• Demonstrating competency in applying basic mathematics knowledge and skills in using adaptive equipment that correctly meets client measurement requirements.
• Applying numeracy skills to interpret and solve problems in a range of educational and clinical settings.
• Having practical skills and be able to evaluate data in order to assess patients and evaluate findings in a safe and effective manner.

Examples are:

• Focusing on and recognising objects that are either near or far.
• Safely operating electronic equipment.
• Reading and interpreting diagnostic images, scans, videos, or 3D or 4D ECG un-zoomed, rhythm analysis, blood pressures and high volumes of anatomy and diagnostic data.
• Recognising variations in and interpreting diagnostic images using grey scale ultrasound, pulsed wave Doppler and colour Doppler imaging, Strain speckle tracking and 4D imaging.
• Visually distinguishing red from blue to determine the direction of blood flow.
• Viewing 3D anatomy in real time on a 2D screen.
• Selecting an optimal image and differentiating pathology using visual pattern recognition.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to consistently and accurately monitor, asses and manage a patient's needs.
• Accurately interpreting verbal communications and directions from staff.
• Hearing computer generated sounds which indicate pathology in the patient.
• Determining different blood flow velocities from computer generated Doppler.
• Performing auscultation and blood pressure manually.
• Using touch in an appropriate manner when conveying positive messages for emotional support during difficult circumstances.
• Conducting physical assessments using an ultrasound machine and detecting any anatomical abnormalities.
• Moving an ultrasound transducer in multiple planes.
• Undertaking fine motor manipulations of the ultrasound transducer in order to slide, rotate, tilt and fan through a structure to detect pathology.
• Transferring patients on and off beds and Cath lab tables.
• Operating equipment such as ECG machines and Treadmills with highly fragile parts.

Examples are:

• Ability to relate new knowledge to prior understanding.
• Being able to evaluate the effectiveness of assessment data that has been determined and identify areas for improvement.

Examples are:

• Actively participating in activities related to the course with adequate, sustained levels of physical energy and concentration.
• Participating in learning clinical skills and fully engaging in clinical practice activities.
• Having a sustained level of concentration and physical endurance during clinical placements and in your professional daily activities.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to the course.
• Maintaining balance while safely transferring delicate and large equipment.
• Moving with ease around patients and equipment items while performing delivery of care.
• Safely retrieving and utilising stock and equipment.
• Moving relatively heavy equipment up to and beyond 11 kg.
• Completing manual handling techniques to transfer patients and patients beds and wheel chairs.
• Manoeuvring about critical care machine and extending your body around them.
• Manipulating delicate, breakable and sensitive equipment such as ultrasound machines, transducers and other ultrasonic equipment with ease and care.
• Performing ECGs with small parts and leads.
• Moving an ultrasound transducer in multiple planes.
• Undertaking manipulations of the ultrasound transducer in order to slide, rotate, tilt and fan through a structure to detect pathology.