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Bachelor of Nursing Science
JCU Inherent Requirements for Bachelor of Nursing Science (pre-registration) [78110, 78110E], Bachelor of Nursing Science (IHCAP) , Bachelor of Nursing Science (post registration) , and Bachelor of Nursing Science (Honours) 
James Cook University (JCU) is committed to enhancing students' access, participation and success in higher education and embracing the diversity of the communities we serve. We strongly support the rights of individuals who wish to pursue a degree to achieve their potential personal and professional career objectives. This document is designed to assist students and potential students to make informed decisions for study and access to services and to guide further discussions based on a clear understating of the inherent course requirements.
Inherent requirements are the fundamental abilities, attributes, skills and behaviours needed to complete the learning outcomes of a course while preserving the academic integrity of the university’s learning, assessment and accreditation processes. Students and prospective students must be able to demonstrate that they have acquired or have the ability to acquire the inherent requirements for their degree.
Reasonable adjustments may be implemented to assist you manage additional circumstances impacting on your studies provided these do not fundamentally change academic integrity of a degree.
Are inherent requirements different to admissions and academic requirements?
Each degree has a number of admissions and academic requirements which must be met prior to being able to enrol in or graduate from the degree. Admissions and academic requirements can be found at the following links:
- Bachelor of Nursing Science (pre-registration)
- Bachelor of Nursing Science (pre-registration)[External]
- Bachelor of Nursing Science (IHCAP)
- Bachelor of Nursing Science (post-registration)
- Bachelor of Nursing Science (Honours)
Students with a disability or health condition
In many cases, studying with health conditions or disabilities will not impact on your studies. Many students with disabilities or other impacting circumstances that impact on their studies, have successfully completed their university studies, with and without reasonable adjustments made to their learning conditions.
Students with a disability or health condition, or other circumstances such as cultural or religious considerations, can discuss their circumstances and potential needs for reasonably adjusted learning conditions with university staff including the Course Coordinator or AccessAbility Services.
It is highly recommended that you discuss your circumstances with JCU staff as early as possible as reduced time-frames may impact significantly on the adjustments that are possible. For students with a disability or health condition, AccessAbility Services provides an experienced reference point, facilitates reasonable adjustments made, and assists students to develop the strategies to realise their capabilities. The University has no requirement to adjust for conditions that it is not aware of. Disclosure is required for any circumstances that pose a health or safety risk to yourself or others.
JCU is committed to making reasonable adjustments to teaching and learning, assessment, placement and other activities to enable students to participate in their course. Reasonable adjustments could be made to how curricula is delivered, clinical placements are conducted, and the way in which learning outcomes are achieved, demonstrated or assessed. Reasonable adjustments must not fundamentally change the nature of the inherent requirement. Reasonable adjustments do not alter the need to be able to demonstrate the inherent requirements of the course, and may or may not be sufficient in themselves to assist students to meet these requirements.
Reading the Inherent Requirements Statements
Inherent requirements are divided into domains and sub-domains and contain the following information:
- Introduction to the inherent requirement
- A rationale as to why it is an inherent requirement
- Examples of things you must be able to demonstrate, or have the ability to acquire and demonstrate during the course of your degree. Please note this is not an exhaustive list.
Inherent Requirements Statements - Bachelor of Nursing Science (pre-registration) [78110, 78110E], Bachelor of Nursing Science (IHCAP) , Bachelor of Nursing Science (post registration) , and Bachelor of Nursing Science (Honours) 
You should carefully consider the inherent requirement statements below as a guide for your learning during the course, and as a way to identify early possible challenges you may have in meeting these requirements. If you remain interested or engaged in the course, you should discuss your concerns with the College staff such as the Course Coordinator as soon as possible. If the challenges are related to your disability or health condition contact AccessAbility Services to discuss possible strategies and reasonable adjustments.
If the inherent requirements cannot be met with reasonable adjustments, University staff can provide guidance regarding other study options.
Please note reasonable adjustments must:
- Be consistent with legislative and regulatory requirements, and not compromise codes,guidelines and policies
- Not result in unethical or unprofessional behaviour
- Meet the necessary standards of timeliness, accuracy and functional effectiveness to ensure that self and patient care, treatment or safety is not compromised
- Address the need to perform the full range of tasks involved in clinical practice, including undertaking learning activities in mixed gender environments, which reflect the Australian context.
- Ensure that performance is consistent and sustained over a given period.
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
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.
Compliance with safe practice sufficient to meet patient care needs, including considerations of current scope of practice, workplace health and safety and infection control.
Compliance with current scope of practice, workplace health and safety, infection control
Knowledge and cognitive skills
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.
Gross motor ability
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.
Fine motor ability
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.
Inherent requirements statements index