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If you are intending to enrol in a course with Mater Education Limited you should look at the inherent requirement statements and consider whether you may experience challenges in meeting these requirements.

If you think you may experience challenges related to your disability, chronic health condition or any other reason, you should discuss your concerns with the Student Engagement Officer, who will forward on to the relevant Mater Education staff member. These staff can work collaboratively with the student to determine reasonable adjustments to assist in meeting the inherent requirements. In the case where it is determined that inherent requirements cannot be met with reasonable adjustments, Mater Education staff can provide guidance regarding other study options.

Students undertaking the Diploma of Nursing should read these inherent requirements in conjunction with other course information and NMBA Professional codes and guidelines, including the Enrolled nurse standards for practice (2016), Code of conduct for nurses, Professional practice guidelines and the International Council of Nurses Code of ethics for nurses.

The inherent requirements for the Diploma of Nursing, Certificate IV in Allied Health Assistance and the Certificate III in Pathology Collection include eight (8) domains. Some domains have a number of sub-domains.

1. Ethical behaviour
2. Behavioural stability
3. Legal
4. Cognition
5. Communication (language)
6. Sensory ability
7. Strength and mobility
8. Sustainable performance

The inherent requirements are made up of the following five (5) components:

• 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 the course
• Level 4—the nature of any adjustments that may be made to allow the student to meet the requirement
• Level 5—examples of tasks that show the inherent requirement has been met. These are examples only and not a comprehensive list.

1. Behavioural stability is required to function and adapt effectively and sensitively in a demanding role.
2. Student demonstrates behavioural stability to work constructively in a diverse and changing academic and clinical environment.
3. Justification of inherent requirement: 
   1. Behavioural stability is required to work individually and in teams in changing and unpredictable environments. Students will be exposed to emergency situations and human suffering and will be required to have behavioural stability to manage these events.
4. Adjustments must support stable, effective and professional behaviour in both academic and clinical settings. Reasonable adjustments specific to the individual should be raised with the Student Engagement team in first instance, and further discussed with Education Lead prior to commencing your studies.
5. Exemplars:
   1. Being receptive and responding appropriately to constructive feedback.
   2. Coping with own emotions and behaviour effectively when dealing with individuals in the clinical setting.

This course requires knowledge of theory and the skills of cognition, literacy and numeracy.

Knowledge and cognitive skills

1. Consistent knowledge and effective cognitive skills must be demonstrated to provide safe and competent care.
2. Student demonstrates:
   1. The capacity to locate appropriate and relevant information.
   2. The ability to process information relevant to practice.
   3. The ability to integrate and implement knowledge in practice.
3. Justification of inherent requirement:
   1. Safe and effective delivery of care is based on comprehensive knowledge that must be sourced, understood and applied appropriately.
4. Adjustments must ensure that a clear demonstration of knowledge and cognitive skills is not compromised or impeded. Reasonable adjustments specific to the individual should be raised with the Student Engagement team in first instance, and further discussed with Education Lead prior to commencing your studies.
5. Exemplars:
   1. Ability to conceptualise and use appropriate knowledge in response to academic assessment items.
   2. Applying knowledge of policy and procedures during simulation sessions and workplace experience placement.
   3. Ability to deliver safe and effective personal care, clinical care, or both personal care and clinical care, in accordance with the consumer’s needs, goals and preferences to optimise health and well-being.

Literacy (language)

1. Competent literacy skills are essential to provide safe and effective delivery of care.
2. Student demonstrates:
   1. The ability to acquire information and accurately convey appropriate, effective messages.
   2. The ability to read and comprehend a range of literature and information.
   3. The capacity to understand and implement academic conventions to construct written text in a scholarly manner.
3. Justification of inherent requirement:
   1. The ability to acquire information and to accurately convey messages is fundamental to ensure safe and effective assessment, treatment and delivery of care.
   2. The ability to read, decode, interpret and comprehend multiple sources of information is fundamental for the safe and effective delivery of healthcare.
4. Adjustments must demonstrate a capacity to effectively acquire, comprehend, apply and communicate accurate information. Reasonable adjustments specific to the individual should be raised with the Student Engagement team in the first instance, and further discussed with Education Lead prior to commencing your studies.
5. Exemplars:
   1. Demonstrates the ability to listen to information.
   2. Demonstrates the ability to convey a spoken message accurately.
   3. Demonstrates ability to paraphrase, summarise and reference in accordance with appropriate academic conventions.
   4. Demonstrates accurate, concise and clear course related documentation. 

Numeracy

1. Competent and accurate numeracy skills are essential for safe and effective care.
2. Student demonstrates the ability to interpret and correctly apply data, measurements and numerical criteria.
3. Justification of inherent requirement:
   1. Competent application of numeracy skills is essential in healthcare professions to facilitate the safe and effective delivery of patient care.
4. Adjustments must demonstrate a capacity to interpret and apply concepts and processes appropriately in a timely, accurate and effective manner. Reasonable adjustments specific to the individual should be raised with the Student Engagement team in first instance, and further discussed with Education Lead prior to commencing your studies.
5. Exemplars:
   1. Diploma of Nursing exemplars:
      1. Performing accurate drug calculations.
      2. Demonstrating accurate recording on a fluid balance chart.
   2. Certificate IV in Allied Health Assistance exemplars:
      1. Recognising and measuring range of movement, including distance travelled.
      2. Demonstrating accurate recording of numerical data during sessions, including the number of sets and repetitions completed.
   3. Certificate III in Pathology Collection exemplars:
      1. Performing accurate test and tube calculations.
      2. Demonstrating accurate recording on a pathology request form.

These courses require effective, verbal, non-verbal and written communication skills.

Verbal Communication

1. Effective and efficient verbal communication, in English, is an essential requirement to provide safe delivery of care.
2. Student demonstrates:
   1. Sensitivity to individual and/or cultural differences.
   2. The ability to understand and respond to verbal communication accurately, appropriately and in a timely manner.
   3. The ability to provide clear instructions in the context of the situation.
   4. Timely and clear feedback and reporting.
3. Justification of inherent requirement:
   1. Communicating in a way that displays respect and empathy to others and develops trusting relationships.
   2. Communication may be restricted to verbal because of physical limitations of the individual (e.g. injury, disease or congenital conditions).
   3. Speed and interactivity of communication may be critical for individual safety or treatment.
   4. Timely, accurate and effective delivery of instructions is critical to individual safety, treatment and management.
4. 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 Semester Team Lead or Program Coordinator.
5. Exemplars:
   1. Participating in class, tutorial, simulation sessions and workplace experience placement discussions.
   2. Responding appropriately to a care request in the simulation practice and workplace experience placement.
   3. Responding to deterioration or change in a consumer’s mental health, cognitive or physical function, capacity or condition.   

Non-verbal Communication

1. Effective non-verbal communication is fundamental to nursing and needs to be respectful, clear, attentive, empathetic and non-judgmental.
2. Student demonstrates:
   1. The capacity to recognise, interpret and respond appropriately to behavioural cues.
   2. Consistent and appropriate awareness of own behaviours.
   3. Sensitivity to individual and/or cultural differences.
3. Justification of inherent requirement:
   1. The ability to observe and understand non-verbal cues assists with building rapport with people and gaining their trust and respect in academic and professional relationships.
   2. 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.
   3. Being sensitive to individual and/or cultural differences displays respect and empathy to others and develops trusting relationships.
   4. 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. Adjustments must ensure the standards, codes, guidelines and policies are not compromised or result in unethical behaviour. Reasonable adjustments specific to the individual should be raised with the Student Engagement team in first instance, and further discussed with Education Lead prior to commencing your studies.
5. Exemplars:
   1. Recognising and responding appropriately in classroom situations.
   2. Recognising and responding appropriately to cues in the simulation sessions and the workplace experience placement.

Written Communication

1. Effective written communication, in English, is a fundamental nursing responsibility with professional and legal ramifications.
2. Student demonstrates the capacity to construct coherent written communication appropriate to the circumstances.
3. Justification of inherent requirement:
   1. Construction of written text based assessment tasks to reflect the required academic standards are necessary to convey knowledge and understanding of relevant subject matter for professional practice.
   2. Accurate written communication, including record-keeping and patient notes, is vital to provide consistent and safe patient care.
4. Adjustments must meet necessary standards of clarity, accuracy and accessibility to ensure effective recording and transmission of information in academic environments, simulation sessions and workplace experience placement. Adjustments specific to the individual can be discussed with the Semester Team Lead or Program Coordinator 
5. Exemplars:
   1. Constructing an essay to academic standards.
   2. Constructing a healthcare report in a timely manner that meets professional standards.

1. Healthcare professionals are accountable and responsible for ensuring professional behaviour in all contexts. 
   1. Diploma of Nursing:
      Enrolled Nursing is a profession governed by NMBA Professional codes and guidelines, including the Enrolled nurse standards for practice (2016),  Code of conduct for nurses, Professional practice guidelines and the  International Council of Nurses Code of ethics for nurses, where nurses are both accountable and responsible for ensuring professional behaviour in all contexts.
2. Student demonstrates knowledge of, and engages in ethical behaviour in practice.
3. Justification of inherent requirement:
   1. 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 ensures the physical, psychological, emotional and spiritual wellbeing of the individual is not placed at risk. 
4. Adjustments must ensure the standards, codes, guidelines and policies are not compromised or result in unethical behaviour. Reasonable adjustments specific to the individual should be raised with the Student Engagement team in first instance, and further discussed with Education Lead prior to commencing your studies.
5. Exemplars:
   1. Demonstrating appropriate behaviour with confidential information in classroom, simulation sessions and workplace experience placements.
   2. Demonstrate ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour

1. Healthcare practice is mandated by specific legislation to enable the safe delivery of care. 
2. Student demonstrates knowledge and compliance with Australian Law, professional regulations and scope of practice.
3. Justification of inherent requirement:
   1. Knowledge, understanding, and compliance with legislative and regulatory requirements are necessary pre-requisites to workplace experience placements in order to reduce the risk of harm to self and others.
   2. Compliance with these professional regulations and the Australian Law ensures that students are both responsible and accountable for their practice.
4. Adjustments must be consistent with legislative and regulatory requirements. Adjustments specific to the individual can be discussed with the Semester Team Lead or Program Coordinator.
5. Exemplars:
   1. Complying with the requirement for student registration with the Australian Health Practitioner Regulation Agency (AHPRA), if applicable.
   2. Complying with relevant child protection, aged care and safety legislation .

The Diploma of Nursing, Certificate IV in Allied Health Assistance and Certificate III in Pathology Collection courses require adequate visual, auditory and tactile abilities.

Visual skills

1. Adequate visual acuity is required to provide safe and effective patient care.
2. Student demonstrates sufficient visual acuity to perform the required range of skills.
3. Justification of inherent requirements:
   1. 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 practice.
4. Adjustments must address the need to perform the full range of tasks involved in class, simulation sessions and workplace experience placement. Any strategies to address the effects of the vision impairment must be effective, consistent and not compromise treatment or safety. Reasonable adjustments specific to the individual should be raised with the Student Engagement team in first instance, and further discussed with Education Lead prior to commencing your studies.
5. Exemplars: 
   1. Diploma of Nursing exemplars:
      1. Observing and detecting subtle changes in wounds; accurately drawing up medication to administer.
   2. Certificate IV in Allied Health Assistance exemplars:
      1. Observing and detecting subtle changes in patient symptoms; accurately interpreting and recording medical information. 
   3. Certificate III in Pathology Collection exemplars:
      1. Observing and detecting subtle changes in prolonged bleeding; accurately collecting blood and other samples.

Auditory skills

1. Auditory ability is required to provide safe and effective patient care.
2. Student demonstrates sufficient auditory function to undertake the required range of skills.
3. Justification of inherent requirement: 
   1. 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 practice.
4. Adjustments must address the need to perform the full range of tasks involved in class, simulation sessions and workplace experience placement. Any strategies to address the effects of the hearing loss must be effective, consistent and not compromise treatment or safety. Reasonable adjustments specific to the individual should be raised with the Student Engagement team in first instance, and further discussed with Education Lead prior to commencing your studies.
5. Exemplars: 
   1. Diploma of Nursing exemplars:
      1. Accurately undertaking a blood pressure measurement by auscultation; detecting care request by activation of call bell or calls for help.
   2. Certificate IV in Allied Health Assistance exemplars:
      1. Accurately paraphrasing spoken information and recognising verbal inferences; detecting care request by activation of call bell, emergency alarms or calls for help.
   3. Certificate III in Pathology Collection exemplars:
      1. Accurately obtain information from patients to identify them. 
      2. Accurately interpret information on pathology request forms and relay information to patient.

Tactile skills

1. Sufficient tactile ability is required to perform competent and safe patient care.
2. Student demonstrates adequate tactile function sufficient to undertake the required range of skills and assessments.
3. Justification of inherent requirement: 
   1. 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 practice.
4. Adjustments must have the capacity to make effective assessments of physical characteristics and abnormalities within safe time frames. Reasonable adjustments specific to the individual should be raised with the Student Engagement team in first instance, and further discussed with Education Lead prior to commencing your studies.
5. Exemplars: 
   1. Diploma of Nursing exemplars:
      1. Detecting any changes in circulation observations e.g. temperature and pulse palpation; conducting a physical assessment and detecting any anatomical abnormalities.
   2. Certificate IV in Allied Health Assistance exemplars:
      1. Detecting any changes in skin temperature and tension; conducting a physical assessment and supporting patients during mobility and manual handling.
   3. Certificate III in Pathology Collection exemplars:
      1. Palpating veins on different patients, finding location depth and direction of the vein.

The Diploma of Nursing, Certificate IV in Allied Health Assistance and Certificate III in Pathology Collection courses require strength and mobility involving fine and gross motor skills.

Gross motor skills

1. Healthcare professions involve physical demands and requires gross motor function.
2. Student demonstrates the ability to perform gross motor skills to function within scope of practice.
3. Justification of inherent requirement:
   1. 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. Adjustments should facilitate functional effectiveness, safety of self and others and a capacity to provide appropriate care. Reasonable adjustments specific to the individual should be raised with the Student Engagement team in first instance, and further discussed with Education Lead prior to commencing your studies.
5. Exemplars:
   1. Maintaining balance while safely mobilising within scope of practice.
   2. Able to safely retrieve and utilise stock and equipment. 

Fine motor skills

1. Healthcare professions require manual dexterity and fine motor skills.
2. Student demonstrates the ability to use fine motor skills to provide safe effective care.
3. Justification of inherent requirement:
   1. Sufficient fine motor skills are necessary to perform, coordinate and prioritise care. Tasks involving 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. Adjustments should facilitate functional effectiveness, safety to self and others and a capacity to provide appropriate care. Reasonable adjustments specific to the individual should be raised with the Student Engagement team in first instance, and further discussed with Education Lead prior to commencing your studies.
5. Exemplars:
   1. Diploma of Nursing exemplars:
      1. Performing an aseptic wound dressing.
      2. Able to prime, accurately insert and set prescribed rate on an infusion device.
   2. Certificate IV in Allied Health Assistance exemplars:
      1. Work with patients to perform daily tasks, including dressing and using handheld personal equipment.
      2. Operate therapeutic equipment and handle exercise equipment within scope of practice.
   3. Certificate III in Pathology Collection exemplars:
      1. Able to stand and hold collection equipment safely for long periods of time.
      2. Able to apply and reapply a tourniquet to a patient’s arm whilst performing collection.

Professional healthcare practice requires both physical and mental performance at a consistent and sustained level.

1. Student demonstrates:
   1. Consistent and sustained level of physical energy to complete a specific task in a timely manner and over time.
   2. 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.
   3. The capacity to maintain consistency and quality of performance throughout the designated period of time.
2. Justification of inherent requirement:
   1. Sufficient physical and mental endurance is an essential requirement needed to perform multiple tasks in an assigned period to provide safe and effective care.
3. Adjustments must ensure that performance is consistent and sustained over a given period. Reasonable adjustments specific to the individual should be raised with the Student Engagement team in first instance, and further discussed with Education Lead prior to commencing your studies.
4. Exemplars:
   1. Participating in lectures, tutorials, simulation sessions and workplace experience placement.
   2. Provide consistent care over a negotiated time frame.

1. UWS Inherent Requirements Working Party 2010
2. Australia Disability Clearinghouse on Education and Training (ADCET) - Creating Accessible Teaching and Support
3. Australian Human Rights Commission
4. National Disability Standards for Education 2005
5. Australian Government, Department of Education and Training: Disability Standards for Education 2005 Fact Sheet 

Inherent Requirements https://www.westernsydney.edu.au/ir
© University of Western Sydney is licensed under a Creative Commons Attribution-Non Commercial Share Alike 4.0 International licence.

*Developed from: Johnson, A., Allan,T., Phillips,K., Azzopardi,T., Dickson,C., Goldsmith,M & Hengstberger-Sims, C. (2011). Inherent Requirements of Nursing Education (IRONE), Western Sydney University School of Nursing & Midwifery and Student Equity & Disability Services.

The Inherent Requirements content by the University of Western Sydney is subject to a Creative Commons Attribution-Non Commercial Share Alike 4.0 International licence. The details of the relevant licence conditions are available on the Creative Commons website.

The Inherent Requirements content by the University of Western Sydney is subject to a Creative Commons Attribution-Non Commercial Share Alike 4.0 International licence. The details of the relevant licence conditions are available on the Creative Commons website.

What is assessment?

Assessment is about gathering enough reliable evidence about a learner's skill and knowledge through the most practical ways possible. The most common ways of being assessed are:

• questions and scenarios to assess a learner's knowledge and understanding

• third-party validation, where someone familiar with the learners work role and work output can validate their knowledge and skills

• observation of 'simulated/role play' workplace activities

• using case studies and scenarios based on 'real' workplace functions/activities with third party validation, where someone familiar with the learner’s work role and work output can validate their knowledge and skills

• questions based on the essential knowledge contained within units of competency

• scenarios based on essential skills contained within units of competency

• using documents created through the learning process as evidence

• using group work/discussions to develop essential knowledge

• classroom projects aligned to work place functions and assessing the outcomes/products/processes used

What is competency?

Competency is the ability to perform particular tasks and duties to the standard of performance expected in the workplace. It means relevantly applying specified skills, knowledge and attitudes to effectively  participate in an industry, industry sector or enterprise. Competency covers all aspects of workplace performance and involves:

• performing individual tasks

• managing a range of different tasks

• responding to contingencies or breakdowns

• dealing with the responsibilities of the workplace, including working with others.

Workplace competency requires the ability to apply relevant skills, knowledge and attitudes consistently in the required workplace situations and environments.

Assessment of recognised training under the Australian Skills Quality Authority framework

Student assessment will be competency-based, and require them to show they can demonstrate required competencies in the workplace. Assessment may be in various forms including:

• written exam

• practical exam

• take home work

• interview

• case studies

• assignments

• work-based projects.

To achieve an award (statement of attainment or qualification)

Students must fulfil the requirements of the endorsed training package or accredited course (i.e. they must complete all competency standards and/or modules specified). Students are expected to satisfactorily progress in their studies. If they can’t maintain acceptable progress, it is incumbent on the student to discuss the situation with the Course Coordinator.

If a student has been assessed at the completion of training as not yet competent, Mater Education may refuse further assessment if it feels there’s little chance of the student becoming competent.
However, if the course coordinator believes the student has made a genuine effort to become competent and may benefit from further training and/or assessment, Mater Education may provide further training and/or assessment.

This will be at the discretion of the course coordinator, and additional fees will apply. (Fair and reasonable fees will be negotiated with the student, depending on the assistance they need to become competent.)
The student may appeal the decision to refuse further training and/or assessment in writing.

Award to be given to participants

Awards for courses based on nationally accredited courses or endorsed training packages will carry the Nationally Recognised Training logo.

Should a student leave the course before completion, they will receive a Statement of Attainment for any modules or units completed.

Requests for a replacement certificate or statement of attainment must be made in writing on the required form and must include appropriate identification. The student may be contacted to verify their written request.

A fee of $25 will apply for any replacement qualification, statement of attainment or record of results. A further fee of $15 will apply for any urgent requests for a certificate or statement of attainment unless special circumstances can be demonstrated.

Both Mater employees and Mater Education students are expected to observe Mater's philosophy, mission and values and ensure their behaviour is respectful, lawful, diligent, professional, ethical and responsible.

Mater works together as one organisation providing healthcare to public and private patients while recognising and respecting the individual needs of components of our health services.

Behaviour that breaches these principles may result in action being taken under the relevant disciplinary policy. Students of Mater Education are required to abide by State and Commonwealth legislation as well as Mater policies.

General behaviour

Students have a responsibility to always be courteous, objective, and helpful when dealing with others. They shall treat staff, members of the public and other students honestly, fairly, respectfully, responsibly and compassionately. They are expected to behave in a way that upholds Mater's commitment to respecting the dignity, rights, and views of others.

Students must not denigrate any person's cultural, religious, and/or other beliefs, nor engage in any form of bullying, mistreatment, coercion, harassment (including sexual and racial harassment), or any other unethical or unlawful behaviour.

Disciplinary action will be taken for any breach, which may include immediate removal from the training program.

Identification

Any identification badges issued must be visibly worn in a clear unobstructed manner at all times while on Mater premises. They must not be defaced or altered in any way.

Students will bear the cost of replacing any badges that are lost or damaged. If students are employed within Mater, identification badges and access must be kept separate.

Confidentiality

As part of their studies, students may have access to confidential Mater information. They must not divulge any information that would breach the privacy of patients, staff, students or the organisation. Such breaches of confidentiality are considered misconduct and are subject to disciplinary action, which may include immediate removal from the training program and possible legal proceedings.

Anti-Discrimination

Discrimination, whether direct or indirect, is unlawful. Students have obligations under the Anti-Discrimination Act 1991.

Health and safety

The Work Health and Safety Act 2011 places obligations on certain persons to ensure workplace health and safety. This applies to all Mater staff and students. All staff and students have a responsibility to ensure they work safely, without risk of injury to themselves or people around them.

Students have a health and safety obligation both to themselves and to others. They must:

• comply with instructions given for workplace health and safety

• use personal protective equipment provided once they’re properly instructed in its use

• not wilfully or recklessly interfere with or misuse anything provided for health and safety

• not wilfully place others at risk

• not wilfully injure themselves.

Disciplinary procedures

Any misuse of resources, unlawful conduct or non-compliance with legislation, regulations, codes of practice or Mater policies will lead to disciplinary action.
If Mater Education feels the training relationship is being abused (e.g. repeat instances of not following training plans, disruptive behaviour or breaches of the code of conduct) it reserves the right to withdraw a student's access to the training program.

Cancellation of Enrolment procedure

Code of Practice

In 2011, Mater Education Limited (MEL) was established as a wholly owned subsidiary of Mater Group to ensure strong and consistent governance and a discrete focus on providing high quality education, training, learning and development services. We offer a range of courses for students (undergraduate, postgraduate and prevocational) through to highly experienced practicing clinicians and professionals
This Code of Practice provides the basis of our best practice in marketing, customer support, engagement with industry, quality assurance and governance for administration and management of our education, training, learning and development services.
 

Marketing and advertising

MEL does not deliver training under any third-party agreement.  We are responsible for compliance of our marketing and advertising that provides clear and factual information, does not use false or misleading statements and our products and services are marketed with integrity, accuracy and professionalism.  Our website, brochures and other advertising materials are clearly branded and we use easy to understand wording.
 

Accreditation

MEL is registered with the Australian Skills Quality Authority (ASQA), which require us to meet a national set of standards that assures nationally consistent, high-quality training, assessment and outcomes for our customers and allows us to issue recognised Australian Qualification Framework (AQF) qualifications and statements of attainment to graduates who we assess as holding the required skills and knowledge to the standards required by industry. We are an approved education provider of the Diploma of Nursing Program by the Australian Nursing and Midwifery Accreditation Council (ANMAC). 

Various education and training programs are accredited with specialist medical colleges including the Royal Australian College of General Practitioners (RACGP), Australian College for Emergency Medicine (ACEM), Australian and New Zealand College of Anaesthesia (ANZCA), Royal Australian College of Surgeons (RACS), and professional colleges including, the Australian College of Midwifery (ACM) and Australian College of Nursing (ACN).

 
Customer support

MEL is committed to provide support to our learners who identify as, or have been determined through an enrolment process to have, language literacy and numeracy (LL&N) needs, learning differences or academic proficiency difficulties, support for ongoing learning and progress through their study.

Feedback

We welcome and value feedback including suggestions and compliments.  MEL has multiple avenues for receiving and responding to feedback and in an effort to ensure ongoing improvements with our services, MEL is committed to resolving complaints quickly, fairly, efficiently and courteously.
 

Engagement with industry

MEL has a commitment to providing a high quality service and is focussed on continuous improvement. Our training programs are developed in consultation with industry representatives to ensure the relevancy to contemporary industry requirements. We value feedback from all students, employers, relevant industry representatives and staff for incorporation into future education programs.
MEL engages with industry partners to ensure current knowledge and skills, and training content and methodologies reflect industry practice and requirements.
 

Quality assurance

MEL is committed to providing a high quality service and is focussed on continuous improvement. We have quality systems in place and actively seek and value feedback from students, staff and employers to incorporate into future programs.
 

Management and administration

MEL has robust policies and management strategies, which ensure sound financial and administrative practices. MEL management ensures the organisations sound financial position and safeguards tuition fees until used for education programs for which they were collected. Our refund policies are fair and equitable and meet the requirements of Australian Consumer Law. Customer records are managed securely and confidentially, and are accessible to our customers on request and in accordance with our policies and procedures. MEL holds the necessary insurance policies to conduct its business.
 

Legislation

MEL complies with all relevant State and Commonwealth Government legislation, regulation and accreditation requirements.
 

External review

MEL participates in external monitoring and audit processes. This includes random quality audits, audit following complaint and audit for the purposes of re-registration or re-accreditation.
 

Admission procedures

When admitting candidates, MEL will adhere to all aspects of social justice. Applicants will be assessed for entry to courses on:

• successfully meeting course pre-requisites

• a demonstrated capacity and willingness to engage and complete learning in a professional and courteous manner

• meeting the relevant LL&N and English language requirements of programs.

Where relevant, MEL reserves the right to only admit candidates into programs whom they believe meet the relevant entry and program criteria.
 

Privacy

MEL adheres to its responsibilities in using, managing and handling of personal information in accordance with the Australian Privacy Principles (APPs).
 

Respectful Behaviour

Our learners are expected to behave in a socially responsible manner and respect the rights of all other learners and staff. MEL is an adult learning environment with a diverse range of learners, and all learners are expected to participate in a respectful and mature manner.

If MEL finds that behaviour is not respectful e.g. repeated refusal to follow training plans or behaviour that is disruptive, MEL reserves the right to take the appropriate disciplinary action, which could include cancellation of enrolment.
 

Fees and charges

MEL will provide tuition fees for each of its programs clearly and concisely. Fee schedules, charges and refund policies are on our website and are available prior to candidates committing to/enrolling in our programs.
 

Qualified and experienced educators 

Quality learning outcomes requires quality educators. Our educators regularly engage with industry partners to ensure they maintain their own knowledge and skills, and ensure our learning content and methodologies reflect contemporary industry practice.
 

Diversity and inclusion

Embracing diversity and being inclusive means MEL will not tolerate unlawful discrimination, bullying, harassment or victimisation. Further, MEL will be proactive and transparent in its encouragement of MEL’s management to translate, role model and openly discuss diversity and inclusion with their education and administrative staff and they to learners.

It is MEL’s expectation that our people will hold each other (fellow learners, educators, team leaders, managers) to account when there are opportunities to improve, or where diversity and inclusion practices have been compromised.
 

Our commitment

We are committed to excellence in education and acknowledge the need to respond to the diverse needs of our learners and to be aligned to community and consumer expectations.
Our Five Principles of Educational Excellence:

• Quality and Governance

• Evidence Based Best Practice

• Learner Centred

• Engaging and experiential

• Contemporary Education

By applying these 5 Principles – we will produce excellent educational outcomes for our learners.

Mater Education is committed to good service delivery and takes complaints seriously.

Mater Education has demonstrated its commitment to the principles and practices of good services to students and effective complaint handling by being a signatory to the Commonwealth Ombudsman's VET Student Loans Code of Practice (the code).

We encourage all our customers to provide feedback and for effective and timely resolution of complaints /appeals follow the relevant complaints and appeals procedure.

• View Mater Education's Feedback, Complaints and Appeals Policy
• Our complaints and appeals procedure explains the steps to take when submitting a complaint/appeal. The process covers the handling of issues that may arise from decisions made by Mater Education which do not relate to student progress in a course.
• Our Academic Complaints and Appeals Procedure relates to student progress, assessment, course content or awards in a course.

To ensure all decisions are fair and correct, procedural fairness (sometimes referred to as natural justice) is adopted at every stage of the complaints and appeals process.

To submit a complaint or an appeal, please contact us at educationfeedback@mater.org.au.

Classroom dress code

Appearance and personal hygiene should reflect Mater’s professional image. The following are not acceptable:

• singlets

• clothing with offensive messages or pictures

• short skirts or shorts

• very sheer blouses

• halter tops or other tops that expose the midriff

• low-cut tops/blouses that expose cleavage

• backless dresses.

Simulation lab and clinical placement dress code

When attending a simulation lab or during clinical placement, the provided Mater Education shirt must be worn. Black dress pants with a slim leg, or a black business skirt must also be worn paired with black tights. For safety reasons, pants cannot have a wide leg or flare. Shoes must be completely enclosed. Open toe, backless, thongs or stilettos will not be permitted during these times. 

Shoes

Shoes should be appropriate and meet all necessary workplace health and safety standards (e.g. medium heels, non-slip soles, preferably secured at ankle). Students are responsible for their own footwear.

Hair

Hair should be clean and tidy at all times, and worn above the collar when in clinical areas. Men should be cleanly shaven. However, beards and moustaches are acceptable if well groomed and trimmed.

Jewellery

Jewellery should not be excessive or distracting:

• earrings should be safe and appropriate to the specific work area

• visible piercing should be restricted to ear lobes

• tongue, lip, nose and brow piercing jewellery must be removed during work hours

• body jewellery must be removed in patient care and clinical service areas.

Tattoos and body art

Visible tattoos are discouraged unless required for religious reasons. Offensive tattoos are not permitted. If they already exist, tattoos must be covered or concealed beneath clothing at all times.

Nails

Nails should be clean and neat. False nails should not be worn in patient care and clinical areas

Personal hygiene

A high standard of personal hygiene should be maintained. It is important to consider the comfort of other students and staff.

To enrol in a course, students must complete the course enrolment form and pay the relevant fees. Students are not considered to be enrolled in a course until the fees are paid.

If a student is younger than 18 and in the care and control of a parent or guardian, the parent or guardian must sign the enrolment form.

Before signing the enrolment form and paying the course fees, students (or their parent or guardian) are expected to have read and clarified the relevant course information and the Code of Practice.
 

Language, literacy and numeracy assessment

Prospective students applying for some accredited Mater Education courses may be asked to complete a generic skills test, which helps identify students who may have difficulty achieving the course outcomes (see 08. Admission procedures in the Code of Practice). Prospective students may be asked to attend an interview and undergo a written test before being accepted into a course.
 

Re-enrolment

Students who don’t achieve the required competency for the program's units of study will need re-enrol (if a place is available) and pay the relevant fees. Re-enrolment will be at the discretion of the course coordinator. Mater Education cannot guarantee places in the program for students who fail to make satisfactory progress.
 

Deferment

Students who are offered a place in some courses and cannot undertake their study must re-apply to gain a placement offer for the next intake of students. Deferment after the start of study is only provided in special circumstances, and may be conditional and depend on the continued availability of places in the program.

Any application for deferment should be made in writing to the course coordinator, and include the reasons for seeking deferment. If the application is being made on medical grounds, supporting evidence (such as a medical certificate) should be provided.

Fees and charges for students undertaking vocational education and training (VET) must be charged and collected in accordance with the provisions of the Standards for Registered Training Organisations 2015, VET Student Loans Act 2016 and Skills Assure supplier framework.

This policy applies to Australian Qualifications Framework (AQF) training programs provided by Mater Education as a registered training organisation.

Click on the title to download the relevant form.

• Replacement certification documentation request

• Change of personal details

• Commonwealth statutory declaration form

This procedure aims to ensure Mater Education’s adheres to its responsibilities in handling, using and managing personal information in accordance with the Australian Privacy Principles (APPs) which are contained in Schedule 1 of the Privacy Act 1988 (Privacy Act).

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 Mater Education Limited’s (MEL) learning, assessment and accreditation processes. The inherent requirements are the abilities, knowledge and skills needed to complete the course that must be met by all students.
 
Students with a disability or chronic health condition may have reasonable adjustments made to enable them to meet these requirements.

MEL is committed to making reasonable adjustments to teaching and learning, assessment, simulation sessions, workplace experience placement 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, please contact our Student Engagement team.
 
Successfully completing the course enables the student to apply for registration, subject to English Language requirements, as an enrolled nurse with the Nursing and Midwifery Board of Australia (NMBA) which is a partner board of the Australian Health Practitioners Registration Authority (AHPRA).
 
To support potential and current students' decision making, a series of inherent requirement statements has been developed. These statements specify the course requirements of the Diploma of Nursing course 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.

Learn more about the Inherent requirements at Mater Education Limited and how they affect students.

1. Introduction

Mater Education Limited (Mater Education) is an entity within the meaning of the Privacy Act 1988 (Commonwealth) and the 2014 Australian Privacy Principles (APPs). These regulate how organisations collect, use, keep, secure, disclose and dispose of personal information. Mater Education is bound by the Act and APPs.

The APPs ensure that organisations holding information about people handle that information responsibly. Mater Education takes its obligations to protect privacy very seriously. This policy statement has been prepared to help us comply with our privacy obligations and inform you of your privacy rights.
 

2. Privacy Compliance

Our policy is to comply in all respects with our privacy obligations. This policy is binding on Mater Education as an organisation as well as our staff.
 

3. Collection of personal information

Mater Education collects personal information about you and your interactions with us (e.g. when you register for a course or acquire a new product or service). The types of personal information collected and held by Mater Education will vary depending on your dealings with us, and may include any or all of the following:

• name, address(es), telephone number(s) and other contact details

• associated company name(s), position, occupation and other business details

• electronic address(es)

• transaction details relating to your use of our products, services or benefits.

Mater Education

1.    Mater Education collects and uses personal information only where it’s necessary for one or more of our functions or activities. (The nature of the activity will determine the type and extent of information collected.)
2.    When processing your order or registrations we collect personal information about you primarily to give you a high level of customer service. We may also use this information to inform you about other related services.
3.    We will only collect personal information by lawful and fair means—never in an unreasonably intrusive way.
4.    Where personal information is collected for a specific purpose, it will not be disclosed to others unless:

• the individual involved provides consent
• the disclosure is required by or under an Australian law or court.

5.    Personal information will only be transferred outside Australia if:

• the individual consents
• such disclosure is in accordance with one or more of Mater Education activities to which the individual already participates.

6.    When collecting information considered sensitive under the Privacy Act, it will be collected only from the person concerned with his or her consent.
7.    Mater Education will take reasonable steps to ensure the personal information we collect, store, use or disclose is accurate, complete and up to date.
8.    In accordance with this Policy and the Privacy Principles, Mater Education will take reasonable steps to protect personal information from:

• misuse and loss

• unauthorised access, modification and disclosure.

4. Use of personal information

Mater Education will use personal information provided for:
1.    Providing you with products and services you have ordered, or contacting you about these orders
2.    Answering direct enquiries
3.    Billing and account management
4.    Informing you of new products that may interest you
5.    Providing customer service
6.    Complying with legal obligations where necessary
7.    Allowing us to run our business by performing administrative and operational tasks such as:

• training staff
• developing and marketing products and services
• risk management
• systems development and testing, including our websites and other online channels
• undertaking planning, research and statistical analysis.

5. Direct Marketing

Unless you tell us otherwise, we may use this information to bring you products and services we believe will benefit you and your business. The first time you receive a new product or service you will be given the option to immediately opt out of receiving future offerings of the item in question.

Unless otherwise provided in this Privacy Statement, and in accordance with the Privacy Act and APPs, Mater Education retains the right to use your personal information for direct marketing purposes where:
1.    you have provided consent to do so
2.    it is within your Reasonable Expectations.

In each direct Mater Education marketing communication, we will include:

• a statement on the relevant piece of marketing material notifying you of your right to opt out of receiving further direct marketing communications

• a simple means for you to opt out of receiving further direct marketing communications of that kind.

Should you choose to opt out, we will immediately stop using your personal information for direct marketing purposes. To opt out, please contact the Privacy Manager as set out below.

6. Requests for access to and correction of your personal information

You have a right to access your personal information. You may request copies of the personal information we hold about you by:

• writing to us

• contacting the Mater Education Privacy Manager during business hours.

Level 4, Mater Newstead
14 Stratton Street
Newstead QLD 4006
Phone: 1300 070 350
education@mater.org.au

If you know our personal information about you is out of date, incomplete or inaccurate, please let us know so we can correct it. We will never refuse to make a correction without giving you our reasons.
 

7. Online Payments & Third-Party Services

Our website is hosted with Entity Data, and our online payment facility is hosted by MIGS – Mastercard Internet Gateway Service. This allows us to take payments for your course fees and other services/products online using a debit/credit card.

MIGS will only collect, use and disclose your information to the extent necessary for them to perform the services they provide to us.

Your purchase transaction data is stored only as long as is necessary to complete your purchase transaction, after which the information is deleted. Personal data related to your credit card is never stored on our website or any other third-party service providers.

Mater Education and all direct payment gateways adhere to the standards set by Payment Card Industry Data Security Standard (PCI-DSS) as managed by the PCI Security Standards Council.

This Privacy Statement will be subject to regular review and updated as required.

Mater Education recognises that some students may have undertaken previous study or work of relevance to a qualification/unit they wish to study. Where applicable, such students can apply for Recognition of Prior Learning (RPL) and Credit Transfer (CT).

The Recognition of Prior Learning and Credit Transfer procedure outlines the requirements and processes you must follow to apply for Recognition of Prior Learning (RPL) and Credit Transfer (CT).

Mater Education is committed to improving the quality of education and training provided in simulation based education. As part of this, audio-video recordings of simulation activities – including scenarios and debriefings – are used for educational and debriefing purposes and maybe retained and used for faculty development and quality assurance purposes. This data is securely stored.

If footage is to be used for any other purpose such as HREC (Human Research Ethics) approved research or marketing, additional information will be provided and written consent obtained.

For further information please contact us.

Students and course participants have a right to:

• a safe and healthy training environment

• quality training, assessment and supervision

• consumer guarantees.

Students and course participants are responsible for:

• participating in your training in a professional and courteous manner

• following appropriate Mater policies

• abiding by workplace health and safety requirements

• taking care with Mater property and resources

• respecting the rights of others

• remembering that commercial and patient information obtained from the Mater must be kept confidential. (Breaches of confidentiality are considered misconduct and are subject to disciplinary action.)

• attending training sessions or workplace placements, and taking advantage of learning opportunities

• using group work/discussions to develop essential knowledge

• aligning classroom projects to workplace functions and assessing the outcomes/products/processes used.

Mater is responsible for:

• meeting legal obligations (i.e. complying with relevant Commonwealth and State Government legislation)

• providing a safe and healthy training environment that’s free from bullying and abuse (verbal, physical and racial)

• providing an orientation program that includes information on relevant legislation as well as related rights and responsibilities

• ensuring qualified people conduct training and assessment

• providing quality training, assessment and supervision

• maintaining appropriate student records

• providing appropriate resources, facilities and equipment to deliver training programs

• providing appropriate mechanisms for complaints and appeals.

• Smoking is banned at all non-residental building entrances and extends for five metres from the entrance of any Mater facility.
• Smoking is banned at all Queensland public and private hospitals, health, residential aged care facilities and educational facilities and for five metres beyond their boundaries.
• Smoking is also not permitted within the premises or any Mater facility including the car park, fire stairs and pool area.
•  For further information visit: Outdoor public areas | Smoking laws in Queensland | Queensland Health 

Mater is committed to ensuring a safe environment for all. As part of this commitment, Mater will ensure all new students who have direct contact with patients or clinical areas provide proof of immunity to certain communicable diseases before they begin their studies.

This immunity requirement not only protects the students, but also those they come into contact with, making Mater an even more exceptional place to study.

All new students will need to be immune, or be in the process of receiving vaccinations for, the following communicable diseases:

• Hepatitis B
• Varicella (chicken pox)
• Measles, Mumps, Rubella
• Pertussis (whooping cough)
• Seasonal vaccinations (influenza) as required
• COVID-19.

Students are responsible for any expenses relating to demonstrating immunity or vaccination.Information on how to comply with these requirements will be provided at enrolment.

VET Student Loan (VSL) tuition protection arrangements provide support and protections for VSL students in the event their private education provider defaults (ceases delivering their course or closes entirely).

This procedure aims to ensure that Mater Education will perform required actions in relation to VSL provider default or if requested to become a replacement provider for displaced students.

Work placements give students of nationally recognised qualifications the opportunity to:

• undertake practical training in the workplace
• gain the experience required to enable them to demonstrate competence.

Note: Not all courses require a formal workplace placement to be undertaken as a part of a training program. A blue card may be needed before a student can be placed in a child-related work area. Students may also need to successfully complete an NDIS Worker Screening if required.

Mater Education has workers' compensation insurance for students undertaking workplace placement. Students are covered for permanent impairment and death only, as per Workers' Compensation and Rehabilitation Regulation 2004.

Students cannot undertake a workplace placement with any provider outside of Queensland.