Abstract
Education for healthcare professionals, including radiography, is focused on
cognitive, affective and psychomotor learning. The aim of this article is to present and argue for
the consideration of the HECAF model, which is designed to improve the teaching and learning of
Ethics and Human Rights in the radiography undergraduate programme. This model was developed as a
result of a qualitative study using action research as a research design. There were two phases,
namely situation analysis and appreciative inquiry. The study used multiple data collection tools.
Quantitative data was collected during phase one and qualitative data was collected in phase two.
Content analysis was appropriate because it could be used for both quantitative and qualitative
data. Participants were facilitators of learning, third-year radiography students and clinical
supervisors from the eight higher education institutions that offer radiography education and
training in South Africa. Ethical approval was granted. The HECAF model is presented as a strategy
that can improve the teaching and learning of Ethics and Human Rights in the undergraduate
radiography programme. HECAF is as an acronym for humanness, environment, core curriculum,
assessment and feedback. It is argued in this article that the HECAF model can contribute to
enhancing professional conduct
and ethical behaviour in the clinical radiography environment.