Inherent requirements are the abilities, attributes, skills and behaviours needed to meet the learning outcomes of the Bachelor of Nursing.
You should carefully consider the following inherent requirement statements, as:
If you have challenges related to a disability or health condition, contact Accessibility Services to discuss possible strategies and reasonable adjustments.
Compliance with Australian Law and professional regulations.
Knowledge, understanding, and compliance with legislative and regulatory requirements are necessary in order to reduce the risk of harm to self and others in clinical and related settings; compliance with these professional regulations and the Australian Law ensures students are both responsible and accountable for their practice.
Ethical and professional behaviour in academic and clinical/professional environments
Compliance with standards, codes, guidelines and policies that facilitates safe, competent interactions and relationships for students and the people they engage with in the many environments of practice is required for the physical, psychological, emotional and spiritual well-being of all.
Knowledge acquisition, utilisation and retention spanning and drawing together all coursework subjects. Cognitive skills for focus, memory, attention to detail, theoretical deliberation, and practical functioning sufficient to meet patient care needs.
Understanding and retention of coursework information and the effective processing of this information is required for appropriate, safe and effective delivery of care/practice.
Awareness of own thinking, and skills to reflect, evaluate, adapt and implement new cognitive strategies for improved learning and patient care.
Understanding and ongoing learning about oneself as an instrument in patient care is required for safe and effective delivery of practice.
English literacy skills that allow the creation and interpretation of clear meaning for patient care through a range of symbols and English language text.
Patient care information can be delivered by many different modes and competent literacy skills for these are essential to provide appropriate, safe and effective delivery of care/practice.
Accurate processing and reasoning with numbers and numerical concepts for patient care decisions.
Competent reasoning and reliable accuracy with numerical concepts are essential for safe and effective care/practice.
Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions for patient care, tailored to the local English-speaking audiences.
Effective verbal communication, in English, with patients and university and clinical staff is required for effective learning and to provide safe and effective delivery of care/practice.
Non-verbal communication skills that enable respectful communication with others to meet patient care needs.
The ability to recognise, interpret and respond to non-verbal cues, to communicate with congruent and respectful non-verbal behaviour, and to be sensitive to individual and/or cultural variations in non-verbal communication is essential for safe and effective care.
Ability to produce English text to a standard that provides clear and professional-level communication for patient care, with language usage and style tailored to the targeted recipients.
Effective communication in English text is required to demonstrate applied skills in academic writing conventions and in sustained and organised academic argument and provide safe and effective delivery of care/practice.
Ability to interact with visual inputs sufficiently to manage learning environments and to meet patient care needs.
Elements in the working and learning environment are delivered by visual means, and the ability to learn from or respond to these inputs is required to provide safe and effective practice.
Ability to interact with auditory inputs sufficiently to manage learning environments and to meet patient care needs.
Elements in the learning and working environments are delivered by auditory means, and the ability to learn from or respond to these inputs is required to provide safe and effective practice.
Ability to respond to tactile input and provide tactile interaction sufficient to meet patient care needs.
Elements in the learning and working environment are detected and measured by tactile means, and the ability to learn from or respond to these inputs is required to provide safe and effective practice. The appropriate use of touch as a part of effective patient care is also required.
Strength, range of motion, coordination and mobility sufficient to meet patient care needs.
A wide range of physical patient care actions in a time-constrained environment is required to provide safe and effective practice.
Manual dexterity and fine motor skills sufficient to meet patient care needs.
A wide range of fine-motor manual tasks in a time-constrained environment are required to provide safe and effective practice.
Sustained physical, cognitive and psychosocial performance sufficient to provide safe and complete patient care in a time-constrained environment.
A range of complex, multi-component or extended patient care tasks carried out over a period of time and in a time-constrained environments is required to provide safe and effective practice.
Behaviour that adapts to changing situations sufficiently to maintain safe and complete patient care, and instigates self-care consistent with professional expectations.
Behavioural adaptation is required to manage personal emotional responses as an individual and within teams in changing and unpredictable environments, including emergency situations and times of human distress. Students will also be required to adapt their behaviour appropriately during times of additional stressors in their own lives, whether this adaptation involves ways of continuing to engage with their role or withdrawing for self- care for a period.
