Defined in the National Law as:
• Every conviction of the person for an offence, in a participating jurisdiction or elsewhere, and whether before or after the commencement of this Law.
• Every plea of guilty or finding of guilt by a court of the person for an offence, in a participating jurisdiction or elsewhere, and whether before or after the commencement of this Law and whether or not a conviction is recorded for the offence.
• Every charge made against the person for an offence, in a participating jurisdiction or elsewhere, and whether before or after the commencement of this Law.
• Under the National Law, spent convictions legislation does not apply to criminal history disclosure requirements.
Australian Health Practitioner Regulation Agency (2018) Legislation
Australian Health practitioner Regulation Agency (2015) Criminal history registration standard
Specific statements against which a program is to be evaluated, and which are designed to be addressed by an education provider when undergoing accreditation.
Australian Pharmacy Council (2019) Accreditation Standards for Pharmacy Degree and Intern Training Programs (Australia/New Zealand)
Concept was developed in a First Nations’ context and is the preferred term for nursing and midwifery. Cultural safety is endorsed by the Congress of Aboriginal and Torres Strait Islander Nurses and Midwives (CATSINaM), who emphasise that cultural safety is as important to quality care as clinical safety. However, the “presence or absence of cultural safety is determined by the recipient of care; it is not defined by the caregiver” (CATSINaM, 2014, p. 9). Cultural safety is a philosophy of practice that is about how a health professional does something, not [just] what they do. It is about how people are treated in society, not about their diversity as such, so its focus is on systemic and structural issues and on the social determinants of health. Cultural safety represents a key philosophical shift from providing care regardless of difference, to care that takes account of peoples’ unique needs. It requires nurses and midwives to undertake an ongoing process of self-reflection and cultural self-awareness, and an acknowledgement of how a nurse’s/midwife’s personal culture impacts on care. In relation to Aboriginal and Torres Strait Islander health, cultural safety provides a de-colonising model of practice based on dialogue, communication, power sharing and negotiation, and the acknowledgment of white privilege. These actions are a means to challenge racism at personal and institutional levels, and to establish trust in healthcare encounters (CATSINaM, 2017b, p. 11). In focusing on clinical interactions, particularly power inequity between patient and health professional, cultural safety calls for a genuine partnership where power is shared between the individuals and cultural groups involved in healthcare. Cultural safety is also relevant to Aboriginal and Torres Strait Islander health professionals. Non-Indigenous nurses and midwives must address how they create a culturally safe work environment that is free of racism for their Aboriginal and Torres Strait Islander colleagues (CATSINaM, 2017a).
Nursing and Midwifery Board of Australia (2018) Code of conduct for midwives
Congress of Aboriginal and Torres Strait Islander Nurses and Midwives (CATSINaM) (2017) CATSINaM definition of Cultural Safety
Retrieved from https://www.catsinam.org.au/policy/cultural-safety
Country where you currently hold registration as a nurse/midwife.
Current registration number
Registration number you were assigned when you first registered with a nursing/midwifery board.
Incorporates the nursing or midwifery program’s total planned learning experience including:
• educational and professional philosophies
• program structure and delivery modes
• subject outlines
• links between subject learning outcomes, their assessment and the national competencies or standards for practice
• teaching and learning strategies
• practice experience placement plan.
Curriculum or program document
Contains the program philosophy, education and professional theoretical framework, program structure and sequencing, content, delivery strategies, assessment descriptors and evaluation processes.