Section1. Personal statement (200 words) Can use “I”
In this section, you should describe your current role as a student, the type of work you are undertaking which includes your main responsibilities and interests with Diagnostic Imaging. You could include an up-to-date and accurate record of your CPD activities.
Section 2. Mentorship and leadership (450 words) Need to be written in third person
In this section, you should critically discuss any CPD activities you have carried out with regard to mentorship and leadership. You should reflect on how your CPD activities improve the quality of your work and enhance your leadership and mentorship skills as you prepare for qualification, and beyond.
For each activity you must describe;
What the activity was (100 words)
What you learnt (150 words) and ;
How you meet Standards 3 and 4 of the HCPC “Standards of continuing professional development” (200 words).
Marked by ZM
As a radiographer, part of the continuing professional development (CPD) involved working and learning closely at the clinical placement. The radiographers who ensure that the student is undertaken through various activities and providing mentorship on various aspects.
The mentorship and leadership included ensuring that a trainee could work safely within their scope of practice, how to provide diagnostic images, and know the area where to improve their practice. The feedback from mentors received after each week of undertook different types of x-rays and providing patients’ care during examinations (see additional evidence).
It remains evident that learning from individual experience plays a vital role. Moreover, being mentored is essential in guaranteeing that one can become accustomed to their work environment with ease. Besides, it is vital to note that the mentorship ensured an increase in personal confidence and improved certainty as far as one’s work was concerned, as showcased by the student trainee. Hence, it is integral to assist others, especially in a work environment, as it serves to motivate them and boost their confidence significantly.
However, providing balanced feedback would be more beneficial for students’ achievement and during effective mentoring student can improve their weaknesses. The mentor should be mentioned how to seek further experience or knowledge, for example, of achieving adaptive techniques, communicate with paediatric or dementia patients. As a result, it is essential to provide the honest, balanced and with examples feedback for students.
The activities gathered correlate with HCPC “Standards of continuing professional development”. It shows that in the first instance the area to improve x-ray examinations was significant. Through continuous learning and practicing, after one year, the feedback from mentor was much satisfactory.
It means that student gained new skills which improved knowledge in x-ray examination. Also, during the worldwide pandemic, COVID-19, student was involved working in the hospital and achieved skills in the infection control, received the training in personal protective equipment (PPE) and lifelong lesson how to collaborate within the different teams in a difficult situation.
Furthermore, the experience formed a basis for understanding the impact of interaction with the patients regarding their health. Besides, ideas that would improve the overall patients’ health were evidenced as underlined by the need to adopt a system whereby the patients’ health condition would encompass both the patient’s and the family members’ views, especially in complicated situations to ensure that there is comprehensive information.
Consequently, working as a primary contact regarding reassurance and information provided to patients during their radiology departmental visits formed a basis for learning.
Besides, adequately communicating with patients, undertaking manual handling roles of the patients to and from wards to the radiology sections, maintaining the image processing system, and reporting some of their faultiness underlined the roles present to a radiographer.
