Cultivating Professionalism
The state of being cultivated; advancement in physical, intellectual, or moral condition; refinement; culture. Professional- a member of a profession usually with an ethical code and a process of certification or licensure.
What does all that mean and why does it matter that radiography programs cultivate professionalism? Challenges to professionalism in today's environment are numerous and both external and internal to the workforce. More and more our standards are set by external forces as opposed to being developed and maintained internally. Business values traditionally were in contrast to professional values. Now, that line is often blurred and conflicted. In many ways, current health care resembles the business model more than the professional model it once was.
As educators, we all agree that professionalism does matter. So how do we teach or cultivate it in our programs? We should strive to exhibit and reinforce the following five key elements for the true professional: Character, Attitude, Excellence, Competency and Conduct.
Character and Attitude: Professionals aren't born that way; they make a conscious decision to rise above mediocrity. We must show students that we hold ourselves to a higher standard of trust, integrity and honesty. Being a positive role model through our interactions with our peers allows us to project that professional image. We need to demonstrate responsibility and accountability by being positive role models. We can model positive attitudes and a commitment to service mentality by maintaining memberships in our professional organizations and encouraging memberships for our students. Serving as officers, being on committees and attending conferences demonstrate these traits. I love taking my students to a national conference each year. Requiring them to take part in the Opening Ceremonies and the formalities associated with this allows them the opportunity to witness our professionalism at its best.
There are many ways we can teach, convey and reinforce character and attitude. I would love to hear some ideas that other educators are using to help students value these.
Though I sometimes cringe reading what they have witnessed, by discussing it without the fear of “telling” on someone they are more honest and open and it makes for better discussion.
At the end of the semester we discuss the entries as a class talking about how they felt at the time, how this will change them and what kind of professional they want to be.
One area where I feel improvement could be made regards terms of address - at my urging, about a year ago we began to require all of our new students to adress each faculty member as Mr., Ms., Professor, Doctor Smith, etc. Prior to this change, the students had been on a first name basis with the staff and it tended to blur lines of authority. Requiring the students to address us more formaly reminds them that there is a line of demarcation present that needs to be respected.
Moreover, going back to an earlier post, I do not endorse personal relationships with students. Despite however much they may view us as surrogate parents, to act in accordance with that view sets us on a very slippery slope. That is not to say that we cannot have empathy for a given situation, make recommendations or referrals to students about where to seek assistance for life events that may be troubling or even distracting them from their academic requirements, but relationships have to remain entirely professional in tone and character, if for no other reason that to protect oneself from the appearance of bias, favoritism or even fraternization.
That must be one of the reasons we are educators, at some point we knew one must give back and support the professions we selected.
We also give out an award each year at our annual clinical instructors meeting for our "Super-Star CI", in which the students get to vote for the clinical instructor who demonstrated the best all-around professional behavior (a total of 15 areas are assessed). I believe that this is a positive motivation for our students and clinical instructors alike to view and model the superior character traits that we all strive to possess.
I too have my students do "site evaluations" at the end of each semester and you are correct, it does make them think about how they want to be perceived as radiographers. I also have them vote on the clinical educator of the year and present that award at their Graduation Dinner and Awards Ceremony. I request the JRCERT Ceritificate of Excellence Award for Clinical Educators and have it nicely framed. In addition, the graduates also vote for the Radiographer they feel has exhibited professionalism, made them feel like their education was important and supported them as students with their help and guidance( we have 5 clinical sites, so it could be from any site) . This award is also presented at the dinner. In addition to showcasing excellence in that radiographer, I believe it encourages the rest of the staff at that clinical education center and the 4 others to strive to be better role models for the students. And for these graduates to be good role models for future students.
Lorenza Clausen, RT
Sutter Community Hospitals Radiologic Technology Program Graduate 1996
Sacramento, CA
I agree that by working with students for 2 years you develop a personal relationship, however I believe you can maintain a personal and professional relationship. Unfortunately, favoritism is often demonstrated at my place of employment by the clinical coordinators. It becomes a popularity contest rather than an educational experience. In fact, one of our technologists was living with one of our students and involved in a relationship. These are the types of personal relationships that I believe challenge our ethics and professionalism.