Continuous professional development is essential for maintaining motivation, perseverance, and broadening knowledge within the professional field, as required by AHPRA. It is also central to improving the quality of patient care. My academic and professional journey reflects a consistent commitment to lifelong learning, and it can be divided into three stages.

The first stage began after completing my Bachelor of Nursing, when I worked full-time as a Registered Nurse in a tertiary hospital. I rotated through the Respiratory Department, Interventional Radiology, Digital Subtraction Angiography (DSA), and the Intensive Care Unit (ICU). In these roles, I gained practical experience in pre-operative preparation, intra-operative support, and post-operative care, while also strengthening my ability to adapt to complex clinical environments.

The second stage occurred three years into my nursing career, when I embraced a new challenge and commenced a Master’s in Radiation Protection. During the three years of postgraduate study, I worked part-time as a tutor, teaching nursing students for their OSCE examinations, while also continuing part-time nursing shifts. Balancing two roles alongside demanding academic study not only broadened my professional expertise but also enhanced my time management, resilience, and ability to integrate theory with practice. 

The third stage is my current study of a Master’s in Diagnostic Radiography in Australia. This represents another important step in my continuous learning pathway. Studying a new discipline in a second language has required perseverance, adaptability, and innovative approaches to overcoming communication barriers. This transition has broadened my perspective, shifting my focus from ward-based nursing to diagnostic imaging, and enriching my understanding of patient care in multicultural contexts.

Overall, my academic and professional experiences demonstrate not only perseverance and motivation but also a strong enthusiasm for lifelong learning that directly contributes to professional growth and improved patient outcomes.

Evidence 4: Certificate of First Master's Degree

I first developed my learning skills during my early career as a registered nurse, where I learned how to balance heavy clinical responsibilities with academic growth. While working full-time, I began a Master’s degree in Radiation Protection. To manage both roles, I made full use of fragmented time, creating study frameworks that allowed me to learn systematically and steadily. Careful planning became essential. I would set long-term and short-term goals, divide them into smaller milestones with clear deadlines, and regularly check my own progress. When circumstances changed, I adjusted my plans accordingly. These strategies not only helped me complete the degree but also gave me the confidence to later finish three academic programs, transition across two different professional fields, and continually strengthen my time management abilities.

As I advanced, feedback also became a key part of my learning. Tutors, colleagues, and supervisors provided constructive comments that helped me to recognise gaps in my knowledge, find ways to improve, and consolidate what I had learned. This habit of using feedback has continued throughout my current Master’s degree in Diagnostic Radiography, where I apply suggestions to both academic tasks and clinical practice. Independent study is also strengthened by actively connecting theory with practice during placements, where I put concepts into action directly with patients and imaging procedures. Over time, these experiences have not only built diverse learning skills but also deepened my enthusiasm for lifelong learning, which I see as essential to my professional growth and to improving patient outcomes.

As my studies progressed, feedback became an important part of my independent learning. Comments from tutors, colleagues, and supervisors helped me to identify knowledge gaps and improve both academic and clinical performance. During my studies in Diagnostic Radiography, I also undertook additional training and gained certifications in CPR, ABI care, and IV cannulation, which strengthened my clinical competence. Independent learning was further reinforced by applying theory directly to patient care during placements, where classroom concepts were translated into practical imaging procedures. These experiences refined my learning skills and strengthened my commitment to lifelong learning as the foundation of professional growth and improved patient outcomes.

Evidence 5: Certificate of ASMIRT IV Cannulation & Radiographic Contrast Media Training

Self-assessment and reflection have been consistently practiced throughout my academic and clinical training in diagnostic radiography. In the first and second semesters, I applied Gibbs’ Reflective Cycle to analyse patient interactions and clinical challenges, particularly communication barriers in elderly and cross-cultural contexts. Viewing these situations both as a student radiographer and as a second-language practitioner allowed me to consider how non-English-speaking patients may experience healthcare processes. Through this reflection, I identified areas for improvement and developed strategies such as clearer verification methods, supportive body language, and simplified communication to enhance patient safety and comfort.

In the third semester, I applied theoretical models such as CFIR to deepen my reflection on patient identification errors observed in a multicultural radiology clinic. During placement, I realised that reliance on first-name identification under time pressure significantly increased safety risks. Through a systematic literature review, I discovered that misidentification caused by name confusion is one of the most common and serious problems in healthcare. Reflecting on this issue led me to explore current approaches, noting that larger hospitals often implement structured identification systems, whereas many smaller clinics still rely on basic dual identifiers to confirm patient details. This reflection encouraged me to critically consider how structured verification processes and cultural sensitivity must both be embedded in daily practice to ensure patient trust and safety.

Overall, these reflective experiences across my training have shaped me into a more self-aware and adaptable practitioner. They have shown me how reflection connects theory with practice, allowing me to analyse problems systematically, identify risks, and implement meaningful strategies for improvement. Most importantly, reflection has strengthened my ability to provide safe, culturally responsive, and patient-centred care—qualities that I will continue to develop as I progress in my professional career.

Evidence 6：Reflection Assignment Score