As a medical radiation practitioner, safe and patient-centred clinical care is central to high-quality practice. My background as a registered nurse gave me a solid foundation in anatomy, physiology, and clinical reasoning, as well as practical skills in infection control, manual handling, falls risk assessment, consent, privacy, and cultural safety.

During my academic and clinical training at the University of Sydney, I developed a strong awareness of the ethical and professional standards expected of a medical radiation practitioner. I strive to uphold integrity, accountability, and patient respect, guided by the MRPBA Professional Capabilities and Code of Conduct. In practice, this means maintaining patient confidentiality, ensuring informed consent, and establishing clear professional boundaries. I also recognise that professionalism extends beyond technical skills; it includes reliability, punctuality, and a respectful attitude towards patients and colleagues.

My diagnostic radiography learning strengthened my technical foundation and deepened my understanding of ALARA principles and dose optimisation. I translate this knowledge into practice by balancing image quality with patient safety, for example, through tight collimation, correct SID, avoiding repeats, and adjusting exposure parameters according to the clinical context. During my second placement, I was able to estimate the necessary kVp or mAs adjustments based on patient body habitus. For larger patients, I increased kVp to maintain diagnostic quality, while for paediatric cases I sought supervisor guidance to minimise radiation dose without compromising the examination.

By the end of my second placement, I had achieved competency in both X-ray and CT examinations. Supervisor feedback highlighted my growth in technical judgement, adaptability, and safe practice. Overall, these experiences demonstrate my ability to integrate clinical judgement with technical knowledge to deliver accurate imaging, protect patients, and contribute effectively to departmental workflow.

Evidence 1：Placement Compentency

As a medical radiation practitioner, effective communication is central to safe and high-quality practice. In the clinical environment, I interact with patients, families, and interprofessional colleagues, using both verbal and non-verbal strategies. Fundamental skills include active listening, open questioning, clear explanations without jargon, and the use of appropriate body language to build rapport. I am mindful of potential barriers such as NESB backgrounds, cultural or religious differences, hearing difficulties, and varied personalities. To overcome these, I use facilitators such as friendliness, finding common ground, and structured communication frameworks like ISBAR. Communication also extends to accurate documentation, where clear notes, checklists, and imaging records support continuity of care.

During placements, I made it a habit to collect each clinic’s procedure manuals, using them to familiarise myself with local workflows, equipment, and departmental standards. I compiled these into a detailed Google document that I continually update, recording key knowledge points about positioning, referral pathways, and practical tips for improving communication. To support patient understanding, I created simple analogies and body language cues that make instructions more relatable. For example, I describe a weight-bearing lateral ankle or foot as “standing like a flamingo,” an abdominal AP as “open arms like a tree,” and a hip position as “open legs like a frog.” I also use analogies such as “hands on hips like a superhero” for chest positioning and “bend forward like tying shoelaces” for lumbar spine flexion. These strategies have been particularly useful in bridging communication gaps as a second-language user.

Evidence 2: Supervisor Feedback in Placement Reports

As a medical radiation practitioner, evidence-informed practice is central to providing safe, accurate, and high-quality imaging. I understand that every clinical decision, from selecting exposure parameters to assessing image quality, should be guided by a combination of scientific evidence, clinical experience, and individual patient needs.

Before studying in Australia, I published two systematic reviews in the field of radiation protection (in Chinese), where I critically appraised the importance of radiation safety in clinical settings. This research experience deepened my understanding of patient and staff radiation safety and strengthened my ability to evaluate protocols and apply best practice in different clinical environments.

During my placements, I frequently referred to departmental procedure manuals and national standards such as the Australian Diagnostic Imaging Accreditation Scheme (DIAS) and the MRPBA Professional Capabilities to support my decisions. When I was uncertain about a specific view or protocol, I sought clarification from supervisors and used online resources such as Google Scholar and Radiopaedia to review relevant knowledge, positioning techniques, and case examples. For instance, when performing lateral lumbar spine imaging, I compared centring points and kVp ranges across reference materials to understand how anatomical variation and pathology influence image optimisation.

To further improve my radiation management skills, I also conducted a small self-study by performing five lumbar spine examinations on patients with similar body habitus. Using a controlled-variable approach, I compared the Dose Area Product (DAP) values produced by different exposure and positioning techniques, which helped me identify methods to reduce radiation dose while maintaining diagnostic image quality.

These learning habits reflect my commitment to continuous professional development and the practical application of evidence in clinical practice. I aim to contribute to a workplace culture that values quality improvement, where decisions are evidence-based, outcomes are evaluated, and patient care is continually refined through shared learning and reflection.

Evidence 3: Published Abstract of Systematic Review