Overview
In your final year of study, you are transitioning from student to independent practitioner. Nearing completion of your tertiary studies to begin a career in your selected profession is a huge learning milestone. This transition phase of your learning journey is also a starting point for another learning journey, that is your continuing development as a professional. To support your transition, you will critically reflect on your progress in developing the knowledge, skills and judgement to meet the national registering body’s Professional Capabilities and on your clinical practice in adhering to the Shared Code of Conduct of registered health professionals. You will apply clinical decision-making, evidence-based practice and risk management to the analysis and discussion of clinical incidents and near misses. You will further develop your ability to advance your profession through peer support and education.
Details
Pre-requisites or Co-requisites
Pre-Requisites: MEDI13005 Medical Imaging Clinical Experience 2 ALLH11009 Research Methods for Health Professionals MEDI13008 Imaging Pathways in the Diagnostic Process
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 3 - 2026
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
| Assessment Task | Part Weighting (% of assessment) |
Assessment Security Level | Gen AI Guidance Levels |
|---|---|---|---|
| 1. Case Study (30% of unit ) | |||
| Case Study (Case Study) | 100% of 30% | Low | AI-Assisted (Guided Collaboration) |
| 2. Virtual Conference Presentation and Abstract (30% of unit ) | |||
| Virtual Conference Presentation and Abstract (Presentation) | 100% of 30% | Medium | AI-Assisted (Guided Collaboration) |
| 3. Portfolio (40% of unit ) | |||
| Portfolio (Portfolio) | 100% of 40% | Low | AI-Assisted (Guided Collaboration) |
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Academic Progression Policy and Procedure
- Student Refund and Credit Balance Policy and Procedure
- Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE comments
Some students felt that feedback on individual assessment tasks was not provided in a manner that supported their development
Investigate timing and scope of assessment tasks to enable timely feedback to students.
Feedback from Coordinator reflection
The requirement to use professional judgement and make decisions related to care and professional requirements appeared to be challenging for students.
Investigate the availability of more resources to support the development of confidence in independent practice and decision-making.
- Apply evidence-based practice to inform clinical reasoning and professional decision-making.
- Integrate concepts and processes of facility accreditation, quality improvement and risk management to analyse and discuss clinical incidents and near misses relative to clinical governance standards such as National Safety and Quality Health Service (NSQHS) standards.
- Critically reflect on your experiences and associated evidence which demonstrate the continued development of your professional capabilities and adherence to the Professional Body's Code of Conduct and requirements for practice.
- Undertake continuing professional development, supporting other medical radiation practitioners and your professional peers through presentation at a simulated conference and participation in peer assessment.
- Communicate professionally in written and presentation tasks.
The unit links to the following Professional Capabilities for Medical Radiation Practioners as detailed by the Medical Radiation Practice Board of Australia (2026):
Domain 1: Medical Radiation Practitioner
- key capability 3, enabling components a, d, e
Domain 1A: Diagnostic Radiographer
- key capability 1, enabling component g
Domain 2: Professional and Ethical Practitioner
- key capability 1, enabling components a, b, h, j
- key capability 3, enabling components b-d
Domain 4: Lifelong Learner
- key capability 1, enabling components a, b, e
- key capability 2, enabling components a, b, d
Domain 5: Safety, Quality and Risk Management Practitioner
- key capability 1, enabling component e
- key capability 2, enabling components b, e
- key capability 3, enabling component d
- key capability 4, enabling components a, c, h
Domain 6: Leader and Steward
- key capability 3, enabling component f
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
|
1.
Assessment 1
(30% of unit )
Case Study
|
|||||
|
2.
Assessment 2
(30% of unit )
Presentation
|
|||||
|
3.
Assessment 3
(40% of unit )
Portfolio
|
|||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - First Nations Knowledges | |||||
| 11 - Aboriginal and Torres Strait Islander Cultures | |||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Camera and microphone for attending Zoom tutorials and completing presentation assessment task
All submissions for this unit must use the referencing style: Vancouver
For further information, see the Assessment Tasks.
l.macdonald@cqu.edu.au
Week 1
Begin Date: 09 Nov 2026Module/Topic
What does it mean to be a graduate radiographer?
Clinical reasoning and decision-making, applying evidence-based and ethical practice
Chapter
See readings on Moodle
Events and Submissions/Topic
Week 2
Begin Date: 16 Nov 2026Module/Topic
Healthcare accreditation, quality management, risk and incident management
MRPBA Professional Capabilities and Code of Conduct
Chapter
See readings on Moodle
Events and Submissions/Topic
Week 3
Begin Date: 23 Nov 2026Module/Topic
Career planning
Preparing for the independent practice role
Chapter
See readings on Moodle
Events and Submissions/Topic
Week 4
Begin Date: 30 Nov 2026Module/Topic
Presentation development time
Chapter
Events and Submissions/Topic
Week 5
Begin Date: 07 Dec 2026Module/Topic
Presentation development time
Chapter
Events and Submissions/Topic
Week 6
Begin Date: 14 Dec 2026Module/Topic
Presentation development time
Chapter
Events and Submissions/Topic
Mid-Term Break
Begin Date: 21 Dec 2026Module/Topic
Chapter
Events and Submissions/Topic
Week 7
Begin Date: 04 Jan 2027Module/Topic
Week 7 Virtual Conference - Assessment 2 - Presentation
Portfolio development time
Chapter
Events and Submissions/Topic
Virtual Conference Presentation and Abstract Due: Week 7 at your allocated time during the virtual conference sessions.
Week 8
Begin Date: 11 Jan 2027Module/Topic
Portfolio development time
Chapter
Events and Submissions/Topic
Week 9
Begin Date: 18 Jan 2027Module/Topic
Portfolio development time
Chapter
Events and Submissions/Topic
Week 10
Begin Date: 25 Jan 2027Module/Topic
Portfolio development time
Chapter
Events and Submissions/Topic
Week 11
Begin Date: 01 Feb 2027Module/Topic
Portfolio submission
Chapter
Events and Submissions/Topic
Week 12
Begin Date: 08 Feb 2027Module/Topic
Chapter
Events and Submissions/Topic
The unit coordinator for this unit is: Lauren MacDonald. I can be contacted on l.macdonald@cqu.edu.au or 07 4940 7818.
As a 6-credit unit you should spend 150 hours studying and completing assessments over the term. The learning materials are ‘front-loaded’ into the first half of the term with the expectation that you will apply them as you work through the assessment activities. The three assessment activities are designed to support development of your knowledge and skills associated with the unit learning outcomes, so expect to spend about 100 engagement hours working through those three activities.
You will need to sign up for and attend a one-hour virtual conference in Week 7 where you will be both a presenter and audience member. Specific date/time session options will be available for selection on the Moodle site.
1. Case Study ( 30% of unit )
Case Study
In Medical Imaging, adverse events may arise as a result of the complex nature of the equipment, the imaging procedure or the patient condition. It is important that you recognise your own responsibilities relative to site policies and accreditation, MRPBA Professional Capabilities and Code of Conduct requirements to minimise the occurrence of an adverse event and to respond appropriately if an adverse event does occur.
Instructions
Read the coroner’s report and recommendations, together with the MRPBA response to the recommendations. All these documents are available through the Moodle site, within the case study tile. Note: this incident took place at the time of a previous MRPBA Professional Capabilities for Practice requirement.
Respond to the following:
Discuss in what ways the following MRPBA Professional Capabilities for Medical Radiation Practice (2026) were or were not met by the radiographers on duty when this critical incident occurred:
Domain 1, Key Capability 1 – Deliver efficient, effective and culturally safe person-centred care, specifically enabling components g and h
Domain 2, Key Capability 4 – Advocate on behalf of the patient when appropriate, specifically enabling components c and d
Domain 3, Key Capability 2 – Communicate and collaborate with members of the patient’s healthcare team and relevant others, specifically enabling components b and d
For each area discussed, compare the actions of the radiographers on duty with practice which would meet the stated Professional Capabilities for Medical Radiation Practice. Make recommendations on any policy, training or scope of practice changes which may have improved the outcome in this case, had they been implemented at the time of the incident. These recommendations must be evidence-based.
Discuss in what ways the following DIAS Accreditation Standards were or were not met by the facility when this critical incident occurred:
Standard 2.1 Provision of Service Standard
Standard 2.2 Consumer Consent and Information Standard
Standard 2.4 Medication Management Standard, c, d & e
For each area discussed, compare the actions of the facility with practice which would meet the stated DIAS Accreditation Standards. Make recommendations on any policy, training or scope of practice changes which may have improved the outcome in this case, has they been implemented at the time of the incident. These recommendations must be evidenced-based.
Discuss in what ways the following NSQHS Standards were or were not met by the facility and the radiographers on duty when this critical incident occurred:
Standard 8 Recognising and Responding to Acute Deterioration, specifically 8.04, 8.09, 8.10, 8.11 & 8.13.
For each area discussed, compare the actions of the facility and the radiographers on duty with practice which would meet the stated NHSQHS Standard. Make recommendations on any policy, training or scope of practice changes which may have improved the outcome in this case, has they been implemented at the time of the incident. These recommendations must be evidenced-based.
You must use ideas and content from other sources, and you must acknowledge those sources using in-text citation and referencing. Failure to formally acknowledge external sources is a breach of academic integrity.
Word-count
You should aim for approximately 2000 words for this assessment task; approximately 650-700 words per main section, excluding your reference list. This suggestion is provided to guide you in the depth and breadth of your responses as you address the assessment criteria.
AI Guidance Level and Digital Education Council (DEC) Alignment for this task: 1 AI-Assisted (Guided Collaboration). GenAI may only be used for basic support only (e.g. brainstorming, initial drafting, simple research assistance, or basic idea generation). You must critically evaluate and modify any AI-generated content you use.
MRPBA Professional Capabilities and NSQHS Standards
This assessment task maps to the following MRPBA professional Capabilities (2026) and NSQHS Standards (2021):
MRPBA Domain 1, Key Capability 1
MRPBA Domain 2, Key Capability 4
MRPBA Domain 3, Key Capability 2
NSQHS Standard 8
Week 4 Tuesday (1 Dec 2026) 11:59 pm AEST
Week 6 Tuesday (15 Dec 2026)
This assessment is assessed on the following criteria:
- Depth of analysis of the incident
- Quality of reasoning and decision-making [logic of arguments, consideration of salient facts]
- Selection of relevant, current and authoritative evidence to support arguments in discussions
- Use of evidence to support clinical reasoning and decision-making
- Quality of academic communication [clarity of statements, organisation of information, acknowledgement of external sources]
- Apply evidence-based practice to inform clinical reasoning and professional decision-making.
- Integrate concepts and processes of facility accreditation, quality improvement and risk management to analyse and discuss clinical incidents and near misses relative to clinical governance standards such as National Safety and Quality Health Service (NSQHS) standards.
- Communicate professionally in written and presentation tasks.
2. Virtual Conference Presentation and Abstract ( 30% of unit )
Presentation
In your final year of study, you are transitioning from student to independent practitioner. Nearing completion of your tertiary studies and beginning a career in your chosen profession is a significant learning milestone. This transition phase is also the beginning of another important learning journey: continuing professional development (CPD).
CPD is a vital aspect of professional practice and is a requirement for registration with the Medical Radiation Practice Board of Australia (MRPBA). It ensures practitioners remain current in their knowledge and skills through activities such as reading peer-reviewed literature, attending workshops, engaging in professional learning activities and presenting at conferences.
This assessment is designed to develop your understanding of CPD and provide experience in preparing and delivering a professional conference presentation. As part of this task, you will prepare a conference abstract and deliver a presentation suitable for a professional virtual imaging conference.
You are required to:
- Submit a 200-250 word conference abstract to accompany your presentation.
- Develop a 7-minute audio-visual presentation suitable for a professional virtual conference.
- Deliver your presentation during your allocated virtual conference session.
- Respond to questions from your peers and assessor following your presentation.
- You must complete a feedback pro-forma for each of the presentations you attend during the virtual conference. These feedback proformas will be submitted as evidence in Assessment 3 - Portfolio.
You must choose one (1) of the following conference themes and presentation options:
Option 1: From Student to Supervisor
Develop a 200-250 word abstract and a 7-minute audio-visual presentation suitable for a radiography conference on the theme "From Student to Supervisor". The target audience is newly qualified radiographers who are about to commence their clinical careers.
The abstract should provide a concise overview of the presentation topic, its relevance to the conference theme and the key messages that will be presented.
Your presentation must address the following:
- What challenges are radiographers likely to experience during the transition from student to supervisor?
- What knowledge and skills must be developed to become an effective supervisor, and how can these be acquired?
- In what ways do supervisors contribute to the development of student skills and professional growth within the clinical workplace?
Support your presentation with a minimum of three (3) peer-reviewed journal articles published within the last five (5) years.
Option 2: Shaping the Future of Medical Imaging
Choose one (1) innovative technology, procedure, or practice in medical imaging. Develop a 200-250 word abstract and a 7-minute audio-visual teaching presentation on the theme "Shaping the Future of Medical Imaging". The target audience is qualified radiographers who have not previously been exposed to the selected technology, procedure or practice.
Your presentation must address the following:
- The benefits and limitations of the chosen technology, procedure, or practice in relation to radiation dose, diagnostic capability, and patient care.
- The scientific principles underpinning the technology, procedure or practice.
- Requirements and considerations for the safe operation or implementation of the technology, procedure or practice.
Support your presentation with a minimum of three (3) peer-reviewed journal articles published within the last five (5) years.
**You must not present on the same technology, procedure or practice used for the poster presentation in MEDI13008 - Imaging Pathways in the Diagnostic Process.
The marking rubric will be provided on the unit Moodle site.
The 72- hour grace period does not apply to this assessment.
AI Guidance Level and Digital Education Council (DEC) Alignment for this task: 1 AI-Assisted (Guided Collaboration). GenAI may only be used for basic support only (e.g. brainstorming, initial drafting, simple research assistance, or basic idea generation). You must critically evaluate and modify any AI-generated content you use.
MRPBA Professional Capabilities and NSQHS Standards
This assessment task maps to the following MRPBA professional Capabilities (2026) and NSQHS Standards (2021):
MRPBA Domain 4, Key Capability 1, 2, 4
Due at your allocated time during the virtual conference sessions in Week 7
Week 9 Friday (22 Jan 2027)
The presentation will be assessed in each of the following areas:
1. Content of presentation
- Relevance to audience of peers for current and future practice
- Relevance of presentation to one of the required themes
- Choice of topic in building knowledge beyond entry to practice level
- Depth of discussion of topic
- Use of correct terminology
- Use of authoritative information sources
- Content selection and organisation including: selection of key points, relevance to audience
- Correct technique for in-text citations and reference list
2. Organisation and formatting of slide contents
- Logical sequencing
- Visual clarity of slides
- Inclusion of references
3. Oral presentation
- Clarity of speech
- Ability to speak beyond slides
- Cohesiveness in aligning verbal component with slide content
- Adherence to time requirements
4. Abstract
- Correctness, clarity, relevance and completeness of abstract to posted instructions
- Quality of academic communication
A marking rubric detailing the minimum requirements for each category will be posted on the unit Moodle site.
- Undertake continuing professional development, supporting other medical radiation practitioners and your professional peers through presentation at a simulated conference and participation in peer assessment.
- Communicate professionally in written and presentation tasks.
3. Portfolio ( 40% of unit )
Portfolio
It is a requirement for all medical radiation practitioners to meet the MRPBA Professional Capabilities for Medical Radiation Practice, and to adhere to AHPRA Shared Code of Conduct. This assessment task relates to these professional requirements.
The portfolio enables you to present your knowledge, skills and behavioural attributes, explain how you have reached your current level of performance and show how this relates to your readiness for independent practice. The portfolio also showcases your critical thinking and your ability to make connections between your experience and researched concepts and theories.
Each ‘project’ of your portfolio will focus on either one specific key capability and stated enabling components or one specific principle of the Code of Conduct. You will provide attachments that provide evidence of your performance in that area. These attachments are items associated with your learning journey (within the course and/or in other areas of your life experience). They may include photos, certificates, other documents, presentations, videos as well as links to online items. You will discuss each attached item to explain how it demonstrates your development or achievement of the selected capability or principle. You must use published external sources to demonstrate how you meet or are working towards meeting the stated code of key capability.
You must reflect on your progress toward being able to achieve that capability or principle. Your reflections must consider theories, concepts and best practices, drawing from authoritative sources. Your reflections will need to comply with standards for academic writing, including formal acknowledgement of external information sources.
For this assignment, you will address the following Capabilities and Codes:
- Code of Conduct 10 (specifically 10.1 and 10.2) - Teaching, supervising and assessing
- Domain 1, Key Capability 1 (specifically 1.1h & 1.1j) - Deliver efficient, effective, and culturally safe person-centred care
- Domain 3, Key Capability 2 (specifically 3.2b, 3.2c and 3.2d) - Communicate and collaborate with members of the patient's healthcare team and relevant others
- Domain 4, Key Capability 2 (specifically 4.2b and 4.2d) - Identify ongoing professional learning needs and engage in professional learning and development opportunities
For Code of Conduct 10, you must complete a feedback pro-forma for each of the presentations you attended during the virtual conference. You may also use your presentation as evidence of meeting part of this capability.
The learning activities and assessments you have undertaken in other units throughout the course have already supported your development in meeting these capabilities and codes. You are encouraged to look back at your study over the past three years to consider how your learning journey has been supported and how you have developed to the extent that you have evidence of meeting many of the capabilities and principles of conduct.
You may also have achieved significant learning through life experience, whether through employment, community involvement or team activities. You are encouraged to include this informal learning in your critical reflections.
AI Guidance Level and Digital Education Council (DEC) Alignment for this task: 1 AI-Assisted (Guided Collaboration). GenAI may only be used for basic support only (e.g. brainstorming, initial drafting, simple research assistance, or basic idea generation). You must critically evaluate and modify any AI-generated content you use.
MRPBA Professional Capabilities and NSQHS Standards
This assessment task maps to the following MRPBA professional Capabilities (2026) and NSQHS Standards (2021):
MRPBA Domain 1, Key Capability 1
MRPBA Domain 3 Key Capability 2
MRPBA Domain 4, Key Capability 2
NSQHS Standard 8
Week 11 Tuesday (2 Feb 2027) 11:59 pm AEST
Exam Week Tuesday (16 Feb 2027)
This assessment is assessed on the following criteria:
- Scope of capabilities and principles that have been addressed
- Evidence of critical reflection
- Evidence of clinical judgment and decision-making
- Professional communication and presentation of information
- Quality of academic communication
- Scope and relevance of supporting evidence
- Use of authoritative sources to inform reflections
- Inclusion of completed feedback proformas for presentations
- Depth and relevance of feedback on presentations
- Relevance of evidence offered to capability
- Apply evidence-based practice to inform clinical reasoning and professional decision-making.
- Critically reflect on your experiences and associated evidence which demonstrate the continued development of your professional capabilities and adherence to the Professional Body's Code of Conduct and requirements for practice.
- Undertake continuing professional development, supporting other medical radiation practitioners and your professional peers through presentation at a simulated conference and participation in peer assessment.
- Communicate professionally in written and presentation tasks.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
