Professionalism in Radiography: Linking to HCPC Standards

Running head: RADIOLOGY
PPP- December Submission Assignment
Name of the Student
Name of the University
Author Note

1RADIOLOGY
Introduction- Professionalism is generally defined as the aim, quality and conduct that
marks or characterises a professional person. In other words, it is the skill or competence
expected of a professional and govern workplace behaviour that is considered imperative for
the long term triumph of a profession, whether small or big (Evetts 2013). Worker
interactions and associations with customers are of dynamic prominence to ensure that the
intended objectives and goals of the situation are adequately met. Furthermore,
professionalism at all kinds of workplace is also responsible for the establishment of
boundaries between behaviour that are considered appropriate at the place, and those that are
not. According to Busher and Saran (2013) while most professionals are found to be in
support of a vibrant and learning work environment, they must take efforts to put limits for
avoiding conflicts and all kinds of misunderstandings. This essay will discuss
professionalism, in relation to student radiographers and will further link it to the HCPC
standards.
Professional- The term professional refers to all members of an occupation or any
individual who makes their living from a definite professional action. The term also defines
the values of education and teaching that prepares associates of the job with the specific
knowledge and expertise, which are considered necessary for performing their specific part,
within that career (Waisbord 2013). Furthermore, most professionals are expected to show
strict adherence to the code of conduct, preserving arduous moral and ethical obligations.
Some of the basic characteristics that are expected of true professionals are namely, proper
demeanor, neat appearance, reliability, competency, organised behaviour, display of ethical
behaviour, maintenance of composure, and accountability. The profession that is to be
discussed in this essay is that of radiographers. Also known as medical radiation
technologists or radiologic technologists, radiographers are healthcare professionals, having
the specialisation in the branch of imaging human anatomy, which helps them to diagnose

2RADIOLOGY
and treat different pathologies (McNulty, Knapp and Brown 2017). The student radiographers
are expected to work in both private and public healthcare organisations and can be
substantially located in any location, where suitable diagnostic apparatus is positioned, most
often in infirmaries and hospitals. The practice of radiography usually varies across different
countries and between hospices of the same country. In the words of Sloane and Miller
(2017) as per proficiency standards for radiographers, they are also responsible for effectively
contributing to undertaking their work as fragment of a multi-disciplinary squad that
encompasses non-discrimination against ethnicity, race, gender, religious variation, and age.
Thus, radiography can be cited as a profession that comprises of discrete code of ethics that
need all radiographers to neglect any personal preconception, while working in a professional
setting.
CPD and lifelong learning- Professionals working in healthcare sector continually
work in a setting that comprises of always changing technical, legal and scientific necessities.
Thus, they are required to undertake continuing professional development (CPD), with the
aim of ensuring that they are able to deliver safe and effective practice (Coventry, Maslin‐
Prothero and Smith 2015). In other words, CPD refers to the term that is frequently used for
describing a range of learning activities that the professionals engage in, with the prime
objective of developing and enhancing their skills and competencies. Student radiographers
can usually accomplish lifelong learning by taking into account a plethora of methodologies
that are related to learning such as, conferences and events, best practice techniques, training
workshops, e-learning programs, and ideas sharing, all of which are attentive towards
effective professional development (Mackay et al. 2015).
In the words of Naylor, Ferris and Burton (2016) diagnostic radiographers are found
to be well prepared for most of their clinical practice. However, the researchers elaborated on
the fact that clinical education does not have the potential of completely preparing the