School of Medical and Health Sciences

Inherent Requirements

Inherent requirements are the essential components of a course or unit that demonstrate the abilities, knowledge and skills to achieve the core learning outcomes of the course or unit, while preserving the academic integrity of the university's learning, assessment and professional accreditation processes and of the allied health professions. The inherent requirements are the abilities, knowledge and skills needed to complete the course that must be met by all students.

For the purposes of these inherent requirements, Allied health refers to:

• Dietetics
• Exercise Physiology
• Occupational Therapy
• Osteopathy
• Paramedicine
• Medical Sonography
• Speech Pathology

Readers should note that ECU is reviewing its institutional approach and inherent requirements for allied health may evolve.

Students with a disability or chronic health condition may be able to have reasonable adjustments made to enable them to meet these requirements. The School is committed to making reasonable adjustments to teaching and learning, assessment, clinical practice and other activities to enable students to participate in their course. Reasonable adjustments must not fundamentally change the nature of the inherent requirement. Students are required to undertake activities which reflect the Australian health care context which may include mixed gender, religious and culturally diverse environments. For further information contact the Access and Inclusion Service.

Successfully completing a pre-registration or accredited course in allied health enables you to apply for registration or membership in Australia with the relevant Professional Board or Registration body. Accredited non-registered professions also require inherent requirements to be demonstrated as an allied healthcare practitioner.

To support potential and current students' decision making, a series of inherent requirement statements has been developed. These statements specify the requirements of the ECU pre-registration or accredited allied health courses for student admission and progression.

The statements are clustered under eight domains consisting of ethical behaviour, behavioural stability, legal, communication, cognition, sensory abilities, strength and mobility and sustainable performance.

How to read the Inherent Requirement statements

If you are intending to enrol in a pre-registration or accredited allied health course at the ECU School of Medical and Health Sciences, you should look at these Inherent Requirement statements and think about whether you may experience challenges in meeting these requirements.

If you think you may experience challenges in meeting these requirements for any reason, you should discuss your concerns with the coordinator of the course you want to apply for/enrol in or with ECU Access and Inclusion. These staff can help you determine reasonable adjustments to assist you to meet the Inherent Requirements. In cases where it is determined that the Inherent Requirements cannot be met with reasonable adjustments, guidance will be provided regarding other study options.

The Inherent Requirements are made up of the following five components and domains:

• Level 1 – introduction to the Inherent Requirement
• Level 2 – description of the inherent requirement
• Level 3 – explanation of why this is an inherent requirement of allied health courses
• Level 4 – the nature of any adjustments that may be made to help you meet the Requirement
• Level 5 – examples of tasks that show you have met the requirement. These are examples only and are not a comprehensive list.

There are eight domains of Inherent Requirements in each of the allied health courses at ECU. Some have a number of sub-domains.

Acknowledgement: This content is based on that developed by Johnson, A., Allan,T., Phillips,K., Azzopardi,T., Dickson,C., Goldsmith,M & Hengstberger-Sims, C. (2011). Inherent Requirements of Nursing Education (IRONE), University of Western Sydney (UWS) School of Nursing & Midwifery and UWS Student Equity & Disability Services to form the UWS Inherent Requirements http://www.uws.edu.au/ir

The Inherent Requirements content © University of Western Sydney is licensed under a Creative Commons Attribution-Non Commercial Share Alike 4.0 International licence.

Ethical behaviour

1. Introduction
   Allied health professions are governed by competency standards, codes of ethics, professional conduct expectations and professional boundaries where practitioners are both accountable and responsible for ensuring professional behaviour in all contexts. These documents are available for review at the relevant disciplines’ registration pages or from the disciplines’ professional bodies.
2. Description
   Student demonstrates knowledge of, and engages in, ethical behaviour in practice.
3. Justification
   Compliance with the standards, codes, guidelines and policies facilitates safe, competent interactions and relationships for students and/or the people with whom they engage. This supports the physical, psychological, emotional, cultural, and spiritual wellbeing of all.
4. Reasonable adjustments
   Adjustments must ensure the standards, codes, guidelines and policies are not compromised or result in unethical behaviour. Adjustments specific to the individual can be discussed with the course coordinator and/or ECU Access and Inclusion.
5. Examples
   Behaving appropriately with confidential information in classroom and clinical settings.
   Reflecting on ethical dilemmas and issues, being aware of and taking responsibility for ethical behaviour.
   Making ethical care decisions within an Australian context.

Behavioural and emotional stability

1. Introduction
   Behavioural and emotional stability is required to function and adapt sensitively in the role of an allied health practitioner.
2. Description
   Student demonstrates behavioural and emotional stability to work constructively in a diverse and changing academic and clinical environment.
3. Justification
   Behavioural and emotional stability is required to work individually and in teams in changing and unpredictable environments. Allied health students will be exposed to emergency situations and human suffering and will be required to have behavioural and emotional stability to manage these.
4. Reasonable adjustments
   Adjustments must support stable, effective and professional behaviour in both academic and clinical settings. Adjustments specific to the individual can be discussed with the course coordinator and/or ECU Access and Inclusion.
5. Examples
   Being receptive and responding appropriately to constructive feedback.
   Showing respect in clinical environments on work integrated learning placements.
   Coping with own emotions and behaviour effectively when dealing with individuals in the simulated or work integrated clinical setting.

Legal

1. Introduction
   Allied health practice may be mandated by legislation or professional regulations, guided by Accreditation or Registration Bodies or Boards to enable the safe delivery of care.
2. Description
   Student demonstrates knowledge and compliance with Australian law, professional regulations and scope of practice.
3. Justification
   Knowledge, understanding and compliance with legislative and regulatory requirements are necessary pre-requisites to clinical placements to reduce the risk of harm to self and others. Compliance with these professional regulations and the Australian law ensures that students are both responsible and accountable for their practice.
4. Reasonable adjustments
   Adjustments must be consistent with legislative and regulatory requirements. Adjustments specific to the individual can be discussed with the course coordinator and/or ECU Access and Inclusion.
5. Examples
   Complying with the requirement for student registration with the Australian Health Practitioner Regulation Agency (Ahpra) or relevant Accreditation or Registration Body / Board requirements.
   Complying with relevant child protection and other safety legislation.

Communication

All ECU pre-registration or accredited allied health courses require effective verbal and non-verbal and written communication skills.

Verbal

1. Introduction
   Effective verbal communication, in English, is an essential requirement to provide safe delivery of care.
2. Description
   Student demonstrates:
   • Sensitivity to individual and/or cultural differences
   • The ability to understand and respond to verbal communication accurately, appropriately and in a timely manner
   • The ability to provide clear instructions in the context of the situation
   • Timely clear feedback and reporting
3. Justification
   Communicating in a way that displays respect and empathy to others and develops trusting relationships is a necessary part of allied health care. Communication may be restricted to verbal because of physical limitations of the individual (e.g. injury, disease or congenital conditions). Speed and interactivity of communication may be critical for individual safety or treatment. Timely, accurate and effective delivery of instructions is critical to individual safety, treatment and management.
4. Reasonable adjustments
   Adjustments must address effectiveness, timeliness, clarity and accuracy issues to ensure safety and appropriate care. Adjustments specific to the individual can be discussed with the course coordinator and/or ECU Access and Inclusion.
5. Examples
   Participation in tutorial, simulation, and clinical discussions.
   Engaging appropriately with other students, staff, healthcare professionals and patients in the simulated or actual clinical environment.
   Responding appropriately to a care request in the clinical environment.

Non-verbal

1. Introduction
   Effective non-verbal communication is fundamental to healthcare and needs to be respectful, clear, attentive, empathetic, and non-judgmental.
2. Description
   Student demonstrates:
   • The capacity to recognise, interpret and respond appropriately to behavioural cues
   • Consistent and appropriate awareness of own behaviours
   • Sensitivity to individual and/or cultural differences
3. Justification
   The ability to observe and understand non-verbal cues assists with building rapport with people and gaining their trust and respect is required in academic and professional relationships. Displaying consistent and appropriate facial expressions, eye contact, being mindful of space, time boundaries and body movements and gestures promotes trust in academic and professional relationships. Being sensitive to individual and/or cultural differences displays respect and empathy to others and develops trusting relationships. The ability to observe and understand non-verbal cues is essential for the safe and effective observation of patient symptoms and reactions to facilitate the assessment and treatment of patients.
4. Reasonable adjustments
   Adjustments must enable the recognition, initiation of or appropriate response to effective non-verbal communication in a timely and appropriate manner. Adjustments specific to the individual can be discussed with the course coordinator and/or ECU Access and Inclusion.
5. Examples
   Recognising and responding appropriately in classroom, tutorial, or laboratory situations.
   Recognising and responding appropriately to cues in the clinical environment.

Written

1. Introduction
   Effective written communication, in English, is a fundamental healthcare responsibility with professional and legal ramifications.
2. Description
   Students must be able to demonstrate the capacity to construct coherent written communication appropriate to the circumstances.
3. Justification
   Construction of written assessment tasks to reflect the required academic standards are necessary to convey knowledge and understanding of relevant subject matter for professional practice. Accurate written communication, including record-keeping and patient notes, is vital to provide consistent and safe patient care.
4. Reasonable adjustments
   Adjustments must enable the ability to meet necessary standards of clarity, accuracy and accessibility to ensure effective recording and transmission of information in both academic and clinical settings. Adjustments specific to the individual can be discussed with the course coordinator and/or ECU Access and Inclusion.
5. Examples
   Constructing an essay, healthcare record or other written piece of evidence to academic standards.
   Constructing a clinical healthcare report or patient care record in a timely manner that meets professional standards.

Cognition

All ECU pre-registration or accredited allied health courses require knowledge of theory and the skills of cognition, literacy and numeracy.

Knowledge and cognitive skills

1. Introduction
   Consistent knowledge and effective cognitive skills must be demonstrated to provide safe and competent healthcare.
2. Description
   Student demonstrates:
   • The capacity to locate appropriate and relevant information
   • The ability to process information relevant to practice
   • The ability to integrate and implement knowledge in practice
3. Justification
   Safe and effective delivery of healthcare is based on comprehensive knowledge that must be sourced, understood, and applied appropriately.
4. Reasonable adjustments
   Adjustments must ensure that a clear demonstration of knowledge and cognitive skills is not compromised or impeded. Adjustments specific to the individual can be discussed with the course coordinator and/or ECU Access and Inclusion.
5. Examples
   Conceptualising and using appropriate knowledge in response to academic assessment items.
   Applying knowledge of policy and procedures in the clinical setting.
   Using situational information to make immediate decisions on communication and action when the clinical situation requires this.

Literacy (language)

1. Introduction
   Competent literacy skills are essential to provide safe and effective delivery of care.
2. Description
   Student demonstrates:
   • The ability to acquire information and accurately convey appropriate, effective messages in a timely manner appropriate to support patient care
   • The ability to read and comprehend a range of literature and information
   • The capacity to understand and implement academic conventions to construct written text in a scholarly manner
3. Justification
   The ability to acquire information and to accurately convey messages is fundamental to ensure safe and effective assessment, treatment and delivery of care. The ability to read, decode, interpret and comprehend multiple sources of information is fundamental for the safe and effective delivery of healthcare.
4. Reasonable adjustments
   Adjustments must enable a capacity to effectively acquire, comprehend, apply and communicate accurate information. Adjustments specific to the individual can be discussed with the course coordinator and/or ECU Access and Inclusion.
5. Examples
   
   Conveying a spoken message accurately and in a timely manner to support patient care.
   Paraphrasing, summarising, and referencing in accordance with appropriate academic conventions.
   Effectively engage with healthcare professionals and patients in a timely manner in the simulated or actual healthcare environment.
   Completing accurate, concise, and clear healthcare documentation.

Numeracy

1. Introduction
   Competent and accurate numeracy skills are essential for safe and effective care.
2. Description
   Student demonstrates the ability to interpret and correctly apply data, measurements and numerical criteria.
3. Justification
   Competent application of numeracy skills is essential in allied health care to facilitate the safe and effective delivery of care.
4. Reasonable adjustments
   Adjustments must enable a capacity to interpret and apply concepts and processes appropriately in a timely, accurate and effective manner. Adjustments specific to the individual can be discussed with the course coordinator and/or ECU Access and Inclusion.
5. Examples
   Performing accurate drug calculations.
   Recording accurate assessments on a health chart or report.

Sensory ability

Visual

1. Introduction
   Adequate visual acuity is required to provide safe and effective health care.
2. Description
   Student has sufficient visual acuity to perform the required range of skills.
3. Justification
   Sufficient visual acuity is necessary to demonstrate the required range of skills, tasks and assessments to maintain consistent, accurate and safe care of self and to others. Visual observations, examination and assessment are fundamental to safe and effective allied health practice.
4. Reasonable adjustments
   Adjustments must address the need to perform the full range of tasks involved in clinical practice. Any strategies to address the effects of the vision impairment must be effective, consistent and not compromise treatment or safety. Adjustments specific to the individual can be discussed with the course coordinator and/or ECU Access and Inclusion.
5. Examples
   Observing and detecting subtle changes in patients and the environment.

Assessing client appearance, behaviour, posture, movement and speech.

Accurately drawing up medication to administer.
Accurately reviewing and reading diagnostic equipment outputs.

Accurately recognising primary colours and subtle greyscale differences in diagnostic medical images (for medical sonography).

Auditory

1. Introduction
   Auditory ability is required to provide safe and effective healthcare.
2. Description
   Student has sufficient aural function to undertake the required range of skills.
3. Justification
   Sufficient auditory ability is necessary to monitor, assess and manage an individual's health needs consistently and accurately. Auditory assessments and observations are fundamental to safe and effective allied health practice.
4. Reasonable adjustments
   Adjustments must address the need to perform the full range of tasks involved in clinical practice. Any strategies to address the effects of the hearing loss must be effective, consistent and not compromise treatment or safety. Adjustments specific to the individual can be discussed with the course coordinator and/or ECU Access and Inclusion.
5. Examples
   Accurately undertaking a blood pressure measurement by auscultation.
   Detecting care requests by activation of call bell or calls for help.
   Listening and responding to patient requests.

Tactile

1. Introduction
   Sufficient tactile ability is required to perform competent and safe healthcare.
2. Description
   Student demonstrates adequate tactile function sufficient to undertake the required range of skills and assessments.
3. Justification
   Sufficient tactile ability is necessary to monitor, assess and detect patients' physical characteristics and act on any abnormalities detected to provide thorough care. Tactile assessments and observations are fundamental to safe and effective allied health practice.
4. Reasonable adjustments
   Adjustments must enable the capacity to make effective assessments of physical characteristics and abnormalities within safe time frames. Adjustments specific to the individual can be discussed with the course coordinator and/or ECU Access and Inclusion.
5. Examples
   Detecting any changes in circulation through e.g. measurement of temperature and pulse palpation.
   Conducting a physical assessment and detecting any anatomical abnormalities.
   Accurately operating healthcare equipment used in the assessment and/or care of patients.

Strength and mobility

This course requires strength and mobility involving fine and gross motor skills.

Gross motor

1. Introduction
   Allied health care involves physical demands and require gross motor function.
2. Description
   Student can perform gross motor skills to function within scope of practice.
3. Justification
   Sufficient gross motor skills are necessary to perform, coordinate and prioritise care. Tasks that involve gross motor skills include lifting, carrying, pushing, pulling, standing, twisting and bending. Students must be able to demonstrate and perform these tasks consistently and safely to reduce the risk of harm to self and others.
4. Reasonable adjustments
   Adjustments should facilitate functional effectiveness, safety of self and others and a capacity to provide appropriate care. Adjustments specific to the individual can be discussed with the course coordinator and/or ECU Access and Inclusion.
5. Examples

Maintaining balance while safely mobilising and transferring individuals or resources.
Safely retrieving and utilising stock and equipment.
Moving a wheelchair or stretcher, including in constrained spaces.

Fine motor

1. Introduction
   Allied health professions require manual dexterity and fine motor skills.
2. Description
   Student can use fine motor skills to provide safe and effective care.
3. Justification
   Sufficient fine motor skills are necessary to perform, coordinate and prioritise care. Tasks that involve fine motor skills include being able to grasp, press, push, turn, squeeze and manipulate various objects and individuals. Students must be able to demonstrate and perform these tasks consistently and safely to reduce the risk of harm to self and others.
4. Reasonable adjustments
   Adjustments should facilitate functional effectiveness, safety to self and others and a capacity to provide appropriate care. Adjustments specific to the individual can be discussed with the course coordinator and/or ECU Access and Inclusion.
5. Examples
   Correctly holding and manipulating an ultrasound transducer.
   Inserting an intravenous cannula.
   Priming, and accurately setting up an infusion device.
   Creating splints and adapting aids for patients.
   Using a lancet for fingertip blood sampling

Independently manipulating and carrying instruments, materials, and equipment necessary for clinical care.

Sustainable performance

1. Introduction
   Allied health practice requires both physical and mental performance at a consistent and sustained level.
2. Description
   Consistent and sustained level of physical energy to complete a specific task in a timely manner and over time. The ability to perform repetitive activities with a level of concentration that ensures a capacity to focus on the activity until it is completed appropriately. The capacity to maintain consistency and quality of performance throughout the designated period of time.
3. Justification
   Sufficient physical and mental endurance is an essential requirement needed to perform multiple tasks in an assigned period to provide safe and effective care.
4. Reasonable adjustments
   Adjustments must ensure that performance is consistent and sustained over a given period. Adjustments specific to the individual can be discussed with the course coordinator and/or ECU Access and Inclusion.
5. Examples
   Actively participating in tutorials, lectures, and skills workshops.
   Providing consistent care over a negotiated time frame.
   Actively participating in a work-integrated learning placement for a full shift, including night shift where applicable.