Developing student radiographers’ sense of professional identity: Reflecting on the “projected radiographer self”

Abstract

Introduction

This article aims to explore bachelor student radiographers’ understanding of their professional identity. The research was conducted at a Norwegian university, where students of a bachelor program in radiography were enjoined to describe their “projected professional self”, through drawing a “rich picture” of their future professional life.

Methods

The data for this study was gathered during the session in the form of “rich picture” drawn by the students and focus-group interviews with the students. The two sets of data were used as the basis for a qualitative analysis informed by an interpretative methodology. Themes from the two sets of data were combined in order to shed light on the research question.

Results

Analysis revealed that student radiographers construct their professional identity through multiple foundational elements, including academic knowledge, practical skills, and ethical principles. The multifaceted responsibilities that are inherent to the radiography profession significantly influence the shaping of professional identity both as part of the university education and during clinical practice periods.

Conclusion

A structured reflection on the role and responsibilities of a radiographer towards the end of a bachelor programme, organised and facilitated by teaching staff, appears to be a constructive and empowering tool for student radiographers.

Implications for practice

The study suggests that engaging students with experience from practice in activities and reflection exercises is a useful pedagogical approach for enhancing student awareness of their professional identity.