Health Courses

What are Inherent Requirements?

The University of New England aims to achieve an inclusive study environment that reflects the diversity of Australian society. The University’s School of Health supports the right of all people who wish to undertake our courses to achieve their potential and pursue their career objectives.

To support potential and current students' decision making, the University has developed inherent requirement statements for School of Health courses. These statements specify the inherent requirements for progression to a completed degree. The University is committed to working with students to make reasonable adjustments to teaching and learning, assessment, fieldwork (which may include remote sites), laboratory work, industrial experience, work/clinical placements and other activities to address the impact of students' disabilities or other factors on their ability to participate in and meet the requirements of their course. When making reasonable adjustments, the University will maintain the inherent academic and other requirements of its courses.

Inherent Requirement Statements for School of Health courses

These inherent requirement statements cover the following degrees:

  • Diploma in Community Welfare and Wellbeing
  • Bachelor of Community Services
  • Bachelor of Health Practice
  • Bachelor of Health Practice/Bachelor of Community Services
  • Bachelor of Nursing
  • Bachelor of Nursing with Honours
  • Bachelor of Social Work
  • Graduate Certificate in Acute Care Nursing
  • Graduate Certificate in Health Professional Education
  • Graduate Certificate in Health Management
  • Graduate Certificate in Mental Health Practice
  • Graduate Certificate in Research Methods in Health and Social Care
  • Graduate Diploma in Counselling
  • Graduate Diploma in Health Management
  • Graduate Diploma in Health Science
  • Graduate Diploma in Mental Health Practice
  • Master of Counselling
  • Master of Health Management
  • Master of Health Science
  • Master of Mental Health Practice
  • Master of Nursing
  • Master of Nursing Practice
  • Master of Social Work (Professional Qualifying)

The inherent requirement statements should be read in conjunction with other course information and the academic requirements found in the Course Rules and Course Outcomes. Some of the required activities in these courses involve fieldwork and clinical placement situations.

All students are also required to comply with University rules, policies and by-laws.

To successfully complete their course, students must meet all inherent requirements, with appropriate supports and reasonable adjustments as necessary.

If you are a student with a disability, or if there are other factors that may impact upon your studies and ability to carry out the inherent requirements, you should discuss any concerns with the UNE Special Needs Office in conjunction with the School of Health Academic Manager (who will liaise with the appropriate Course Coordinator) prior to enrolling in your course of study. These staff can work collaboratively with you to determine reasonable adjustments to assist you to meet the inherent requirements. If it is anticipated that the inherent requirements cannot be met with reasonable adjustments, you will not be prohibited from enrolment, but you may be unable to successfully complete your course. For this reason, University staff will provide guidance regarding other study options.

Professionalism and Interpersonal Relations


Work with others effectively, co-operatively, and in a professional manner in diverse and changing academic and practical experience settings

Examples of Tasks

Work effectively in a team in all learning environments, including the classroom, laboratory, clinical, field (may include remote sites) and workplace settings.

Behavioural stability and effective interactions in emotionally challenging situations including medical emergencies, events involving human suffering, physical, emotional and psychological trauma, pain and death.

Manage uncertainties and adapt to change.

Interact with individuals and groups in a professional manner in a range of settings.

Adhere to ethical guidelines and policies in placement.

Observe work health and safety requirements including appropriate dress.

Receive and respond appropriately to constructive feedback.

Demonstrate insight and be able to reflect on how personal behaviour impacts others and modify behaviour to ensure and maintain professionalism.

Cope with own emotions and behaviour effectively when dealing with individuals in a clinical setting.

Use emotional intelligence and empathy and maintain behavioural stability in a wide range of situations.




Communicate effectively in spoken English

Examples of Tasks

Respectful, clear, attentive, honest, empathetic and non-judgemental verbal communications

Timely, accurate and effective delivery of information and instructions

Coherent verbal communication appropriate to the circumstances

Understand and respond to verbal communication accurately, appropriately and in a timely manner.

Provide clear and audible instructions relevant to the context of the situation.

Provide timely and audible responses to classes and groups in all learning environments, including the classroom, laboratory, field (may include remote sites), technology based forums (e.g., video links) and workplace settings

Demonstrate empathy and sensitivity in communication with individuals and groups from diverse backgrounds

Provide clear and effective verbal handover of professionally relevant information



Respond and participate in effective non-verbal communication.

Examples of Tasks

Recognise, interpret and respond appropriately to non-verbal cues in all learning environments, including the classroom, laboratory, clinical, field (may include remote sites) and workplace settings.

Timely, accurate and effective delivery and participation in non-verbal communication Non-verbal communication that is respectful, clear, attentive, empathetic, honest and non-judgemental

Use consistent and appropriate facial expressions, eye contact, body movements and gestures to promote trust and build patient rapport



Communicate effectively in written English

Examples of Tasks

Coherent written communications appropriate to the circumstances

Construct both concise and extended pieces of work with grammatically correct and meaningful sentences.

Record information accurately and consistently in various formats, including handwritten and typed documents and spreadsheets.

Effective transmission of information in both academic and clinical settings.

Effectively use electronic record keeping and data management systems


Cognitive tasks


Consistently and effectively use and apply cognitive skills

Examples of Tasks

Effectively identify and locate appropriate and relevant information.

Effectively conceptualise, integrate, process, interpret, and implement knowledge and information for academic and clinical tasks

Appropriately apply policy and procedures in academic and work experience settings.

Accurately recall information without reference.

Perform repetitive activities with a high level of concentration until completion of the task.

Understand another person’s perspective.

Analyse and evaluate scientific results.

Collate and synthesise information and use it to make informed decisions.

Communicate complex ideas effectively to a range of people in variety of formats

Literary tasks


Consistently and effectively use and apply literacy skills.

Examples of Tasks

Read and understand a range of literature and information, including handwritten and typed documents, spreadsheets and graphs.

Integrate and summarise information in a meaningful manner.

Produce accurate, concise and clear documents and reports.

Numeracy tasks


Consistently and effectively use and apply numeracy skills.

Example of Tasks

Perform accurate calculations.

Accurately record and interpret numerical data.

Correctly apply data, measurements and numerical criteria.

Calculate medication dosage.




Safely and effectively complete tasks with auditory components.

Examples of Tasks

Accurately receive and record information delivered verbally.

Listen attentively to people when conducting health assessment or consultation.

Use instruments such as a sphygmomanometer and stethoscope, electronic recording equipment, and various physical monitoring devices.

Participate in and understand work, health and safety briefings.

Observe alarms, warnings and directions (for example, related to industrial or construction activities) to ensure the safety of yourself and others during laboratory work, clinical/work placements and field trips



Safely and effectively complete practices and tasks with visual components

Examples of Tasks

Make observations and accurately take measurements using a range of health assessment tools.

Observe behaviour of others to contribute to behavioural and social assessments

Create and interpret representations of data including graphs and tables.

Observe and detect subtle differences and changes in colours, including interpreting and analysing skin condition, and colours on health assessment tools.

Observe and detect subtle differences and changes in shape, form and/or motion, including interpreting and analysing human movements.

Observe alarms, warnings and to ensure the safety of yourself and others during clinical practice, laboratory work and simulated practice.


Gross motor tasks


Safely and effectively complete clinical practice and assessment tasks that involve gross motor skills.

Examples of Tasks

Physically manipulate material, systems and processes.

Lifting, carrying, pushing, pulling, standing, twisting and bending in the provision of patient care in a safe manner

Consistent and sustained levels of physical energy to complete a range of specific tasks in a timely manner and over time.

Travel to and participate in practical exercises and excursions off campus or placement locations within reasonable timeframes (with regard to health and safety considerations), including those over uneven ground.

Use equipment to perform manual handling

Provide physical care and personal

hygiene to people in confined spaces and a wide range of environments and situations

Fine motor tasks


Safely and effectively complete practical and assessment tasks that involve fine motor skills 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.

Examples of Tasks

Manipulate instruments and equipment in tests and measurements

Grasping, pressing, pushing, turning, squeezing and manipulating various objects and instruments and in the provision of patient care in a safe manner

Use knobs and dials in equipment used for laboratory and field data collection and analysis.

Use computer equipment.

Manipulate objects to determine physical properties.

*The University of New England Inherent Requirement Statements for the School of Health Courses are developed from: University of Sydney Inherent Requirements for Pharmacy Courses and UWS Inherent Requirements – Engineering / Nursing Course Inherent Requirements

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Inherent Requirements
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