Inherent requirements – Bachelor of Outdoor Leadership

This relates to the understanding and ability to comply with Australian and Victorian law and professional accreditation regulations. Examples include:

• Child protection and safety legislation (including the ability to pass a Working with Children Check) 
• Criminal History / Police Checks
• Occupational health and safety
• Anti-discrimination legislation

Rationale

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.

Examples

• Complying with the requirements of the internship/placement set by VU and by the placement provider e.g. use of social media, uniform requirements as per employer, professional requirements 
• Comply with industry standard risk management and safety guidelines and practices 
• Comply with relevant legislation including child protection and safety, work health and safety, and anti-discrimination legislation. 

For examples of applicable Australian Federal legislations visit https://www.comlaw.gov.au/ ;

This relates to the student's ability to understand and adhere to standards, codes, guidelines and policies that facilitates safe, competent interactions and relationships for students and the people they engage with. Examples include: 

• Complying with academic and non-academic conduct codes and policies, including academic integrity policies 
• Understanding and complying with professional standards, codes of practice, and guidelines

Rationale

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.

Examples

• Comply with academic and non-academic conduct codes and policies and professional standards 
• Identify and enact relevant applications of these codes and standards, including those relating to academic integrity, informed consent, privacy, confidentiality, and equitable and respectful behaviour in academic and field settings. 
• Ability to perform the full range of tasks involved in the course, including, undertaking learning activities in mixed gender environments, inclusive practice with diverse genders, sexes and sexualities, which reflect the Australian context 
• Demonstrating ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical and professional behaviour

Where relevant, this relates to considerations of current scope of practice, workplace health and safety, and any other matter related to safety. 

Examples include: 

• Ability to understand and comply with all relevant workplace health and safety policies and practices 
• Ability to identify and respond to alarm systems 
• Ability to understand and demonstrate compliance with current scope of practice 
• Ability to manage one's own health in a manner that promotes the ability to fulfil the requirements of study, placements, and the role/s for which the study typically equips the graduate

Rationale

Working in the Outdoors across a range of environments and adventurous activities may contain elements of risk. The ability to display a safety consciousness for yourself and others is required. Compliance with current scope of practice, workplace health and safety, are required to provide safe environments for students, staff and others.

Examples

• Ability to understand and comply with all relevant workplace health and safety policies and practices, including for equipment use and storage 
• Ability to understand and demonstrate compliance with current scope of practice and capacity 
• Ability to manage one's own health in a manner that promotes the ability to fulfill the requirements of study, placements, and the role/s for which the study typically equips the graduate 
• Ability to identify, analyse and evaluate and manage risks to ensure the safety of all involved 
• Ability to follow instructions and directions to ensure own and others safety

This relates to the student's capacity for knowledge acquisition, utilisation and retention. It also includes metacognitive capacity such as awareness of one's own thinking, and the ability to reflect, evaluate, adapt and implement new cognitive strategies. Examples include:

• Focus, memory, attention to detail, theoretical deliberation, and practical functioning sufficient to meet the course objectives
• Ability to reflect and take personal responsibility 
• Ability to apply knowledge in practical and theoretical assessment settings

Cognition - knowledge & cognitive

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.

Rationale

Understanding and retention of coursework information and the effective processing of this information is required for appropriate, safe and effective delivery of care/practice.

Examples

• Assess the application of skill and knowledge in a diverse range of environments, environmental conditions and adventure based activities 
• Source, research and use an evidence-based framework to make sound decisions for personal actions and in practice delivery. 
• Notice and respond effectively to the needs of others in time constrained contexts

Cognition - metacognition

Awareness of own thinking, and skills to reflect, evaluate, adapt and implement new cognitive strategies for improved learning.

Rationale

Understanding and learning about oneself is required for safe and effective delivery of practice.

Examples

• Ability to apply knowledge in practical and theoretical assessment settings 
• Ability to reflect on personal and professional practice and implement appropriate contextual change 
• Ability to appropriately apply knowledge of theory, research evidence, policies and procedures in an outdoor setting 
• Managing multiple tasks and priorities in distracting, dynamic and time-sensitive environments 

This includes both writing and reading, and is also linked to English language proficiency (literacy requirements are always established in terms of English). NB: For VE, literacy requirements are based on the Australian Core Skills Framework (ACSF). Examples include:

• Capacity to comprehend, summarise and reference a range of literature in accordance with appropriate academic conventions in written assignments
•  Producing clear, accurate documentation relating to practical tasks

Rationale

Professional 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 practice.

Examples

• Comprehend, summarise and reference a range of literature in accordance with appropriate academic conventions in written assignments 
• Interpret written and spoken language to enact verbal directions or documented standards and procedures 
• Read and interpret navigational information, trip/activity and risk management information documents 
• Read safety signage and directions 

This includes any form of numeracy required to complete the course successfully. For many courses, this will be basic functional numeracy. NB: For VE, numeracy requirements are based on the Australian Core Skills Framework (ACSF). Examples include: 

• Competent reasoning and reliable accuracy with numerical concepts 
• Ability to perform basic mathematical tasks

Rationale

Competent reasoning and reliable accuracy with numerical concepts are essential for safe and effective care/practice.

Examples

• Accurately calculate navigational requirements in a time-constrained environment
• Accurately calculate appropriate staff to participant ratios for delivery of safe practice outcomes

This includes verbal, non-verbal and written communication. 

Examples include: 

• Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions 
• 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 
• Ability to produce English text to the expected standard (NB: This is a skill that may be developed throughout a course, and should be identified as such in any inherent requirements statement)

Communication - verbal

Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions, tailored to the local English-speaking audiences.

Rationale

Effective verbal communication, in English, with university staff and students is required for effective learning and to provide safe and effective delivery of practice.

Examples

• Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussion 
• Participating in class discussions and practicing verbal communication skills during practical classes and high-fidelity simulation 
• Convey spoken messages accurately and effectively in a professional situation 
• Understand and respond to verbal communication accurately and appropriately in a time-constrained and dynamic environment
• Present information to, and engage in developing discussions with, a wide audience, including academic and professional presentations 

Communication - non-verbal

Non-verbal communication skills that enable respectful communication with others.

Rationale

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.

Examples

• Recognising and responding appropriately to cues and activities in the university environment 
• Recognise cues in other people's facial expression, appearance, behaviour, posture, or movement and responding appropriately
• Deliver information to diverse audiences incorporating non-verbal behaviour that matches the nature of the information 
• Understand and display a range of contextual hand/body signals required for safe practice 

Communication - written

Ability to produce English text to a standard that provides clear and professional-level communication, with language usage and style tailored to the targeted recipients.

Rationale

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.

Examples

• Communicate complex academic and professional perspectives in writing 
• Summarise and appropriately reference a range of literature in written assignments 
• Construct industry appropriate reporting and monitoring forms 

This includes visual, auditory and tactile capacity. NB: Care must be taken to not prescribe any sensory ability as an inherent requirement if the student might be able to achieve the desired result with the use of one or more adjustments. Examples include:

• Ability to interact with visual inputs sufficiently to manage learning environments 
• Ability to interact with auditory inputs sufficiently to manage learning environments 
• Ability to respond to tactile input and provide appropriate tactile interaction 

Sensory ability - visual

Ability to interact with visual inputs sufficiently to manage learning environments.

Rationale

Ability to interact with visual inputs sufficiently to manage learning environments. 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.

Examples

• Recognising subtle changes in an injured person's skin colour during examination 
• Determining respiratory rate by watching how many times per minute an injured person's chest rises 
• Working in a safe manner in poorly lit areas and at night 
• Be able to quickly identify the location of participants and potential risk exposure 
• Identify equipment related issues that could create an unsafe environment 
• Understand and display a range of contextual hand/body signals required for safe practice 

Sensory ability - auditory

Ability to interact with auditory inputs sufficiently to manage learning environments.

Rationale

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.

Examples

• Listening to instructions and feedback from multiple sources simultaneously, such as participants, staff, supervisory staff 
• Ability to listen for whistles or other designated emergency communication in outdoor environments with varying noise profiles. 

Sensory ability - tactile

Ability to respond to tactile input and provide tactile interaction.

Rationale

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 empathic interactions is also required.

Examples

• Address wilderness first aid requirements dependant on participant needs and environment 
• Detect any changes in circulatory observations e.g. temperature of extremities, skin moisture and pulse palpation 
• Ability to palpate joints, muscles, and soft tissues, and detecting anatomical or movement abnormalities 
• Conduct a physical assessment and detect any anatomical or physiological abnormalities 
• Provide care through appropriate and reassuring touch 
• Assist participants with the correct fitting of PPE and other safety equipment 

This includes both gross and fine motor ability. NB: Care must be taken to not prescribe any motor ability as an inherent requirement if the student might be able to achieve the desired result with the use of one or more adjustments. Examples include: 

• Strength, range of motion, coordination and mobility sufficient to meet the requirements of the study, including placements included in the course 
• Manual dexterity and fine motor skills sufficient to meet the requirements of the study, including placements included in the course

Motor ability - gross

Strength, range of motion, coordination and mobility.

Rationale

A wide range of physical actions in often time-constrained environments is required to provide safe and effective practice.

Examples

• Maintaining balance while engaged in a range of outdoor adventure activities 
• Capacity to lift/move equipment as required for delivery of course outcomes. 
• Ability to carry a loaded (with all necessary personal, group and safety requirements) backpack across/through a wide range of terrain.
• Ability to swim to keep yourself safe in a range of flat and moving water environments 

Motor ability - fine

Manual dexterity and fine motor skills.

Rationale

A wide range of fine-motor manual tasks in a time-constrained environment are required to provide safe and effective practice.

Examples

• Tying knots 
• Handling map and compass 
• Safely handling knives in a rescue environment 
• Open sterile packaging without contaminating contents/managing first aid kit contents

This includes a person's ability to sustain their performance in a given activity or series of activities over time. Care must be taken to not prescribe sustained performance in a way that allows no room for temporary changes to performance levels due to illness or other factors. 

Examples include: 

Ability to sustain a working posture, associated manual tasks, cognitive engagement, performance level and emotional control for the full duration of any task required as part of the course or any placement.

Rationale

Working in the outdoors may require high levels of physical engagement in conjunction with a range of complex, multi-component or extended professional practice tasks carried out over a period of time and in a time-constrained environments to provide safe and effective practice.

Examples

• Ability to remain focused and cognisant over an extended time whilst engaged in field delivery 
• Maintaining consistent physical performance throughout a field program whilst on placement or engaged in field learning and teaching 
• Sustain study practices and performance to sufficiently engage with the learning workload for a study period, and for the degree, within a constrained time-frame 
• Ability to sustain a working posture, associated manual tasks, cognitive engagement, performance level and emotional control for the full duration of any task required as part of the course or any placement 

This includes the personal flexibility and resilience required to adapt behaviour to different situations, even when they are stressful or difficult. NB: Care must be taken to allow room in the inherent requirements for the individual to demonstrate behavioural adaptability through withdrawing from activities for a time to undertake medical interventions and self-care measures. Examples include: 

• Ability to adjust ways of working to work within teams of varied personal and professional backgrounds 
• Being receptive and responding appropriately to constructive feedback 
• Maintaining respectful communication practices in times of increased stressors or workloads 
• Adjusting to changing circumstances in a way that allows self-care

Rationale

Working in the outdoors can be a rapidly changing and dynamic environment, where people may operate and live in close proximity to others for extended periods of time. 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.

Examples

• Reflect on practice and be receptive and respond appropriately to constructive feedback 
• Cope with own emotions and behaviour effectively when dealing with changing responses of individuals in the delivery setting 
• Maintain respectful communication practices in times of increased stressors or workloads 
• Adjust to changing circumstances in a way that allows self-care while maintaining a professional-level focus on the people in your care 
• Understand and contribute positively to team dynamics while in close proximity to group members over extended periods of time.