Reflections on leadership in advanced and consultant radiographic practice within the UK

Role extension in advanced ultrasound practice: A framework approach and case study

Introduction

Role extension into novel areas of ultrasound practice can be challenging for health care professionals. Expansion into existing areas of advanced practice typically occurs using established processes and accredited training; however, in areas where there is no formal training, there can be a lack of support for how to develop new and progressive clinical roles.

Topic Description

This article presents how the use of a framework approach for establishing areas of advanced practice can support individuals and departments with safely and successfully developing new roles in ultrasound. The authors illustrate this via the example of a gastrointestinal ultrasound role, developed in an NHS department.

Discussion

The framework approach comprises three elements, each interdependent upon and inform each other: (A) Scope of practice, (B) Education and competency and (C) Governance. (A) Defines (and communicates) the role extension and area(s) of subsequent ultrasound imaging, interpretation and reporting. By identifying the why, how and what is required this informs (B) the education and assessment of competency for those taking on new roles or areas of expertise. (C) Is informed by (A) and is an ongoing process of quality assurance to safeguard high standards in clinical care. In supporting role extension, this approach can facilitate new workforce configurations, skill expansion and enable increasing service demands to be met.

Summary

By defining and aligning the components of scope of practice, education/competency and governance, role development in ultrasound can be initiated and sustained. Role extension utilising this approach brings benefits for patients, clinicians and departments.

A personal journey to build leadership skills through collaboration to support radiography research and evidence-based practice

Introduction

The Covid-19 pandemic continues to impact on how radiotherapy is delivered, how staff do their job and how patients are cared for. Part of the UK NHS response to the covid-19 crisis was to accelerate final year radiotherapy students into work as therapeutic radiographers. The study objective is to explore the experiences of a cohort of new registrants who started work in May 2020.

Methods

In depth interviews were conducted remotely with newly qualified therapeutic radiography registrants regarding their first 12 months working in UK NHS cancer centres. Data were analysed within and across cases using a framework analysis and synthesised thematically.

Results

Eleven radiographers were interviewed, working across six different sites. Key generated themes are the risk of impaired professional socialisation due to incongruence between students’ expectations and the reality in clinical departments. We use Bridges Transitional Model to show how a combination of the disrupted/undefined end to university and a perceived lack of recognition of professional knowledge, skills and values evident in our data may leave participants stuck in a middle stage of the transition process. Slower than expected professional development led to demotivation, which was also associated with rising covid-19 case numbers.

Conclusion

The covid-19 pandemic accentuated and heightened the existing challenge of professional integration and socialisation faced by new therapeutic radiography staff. Demotivation and potentially attrition are more likely in this environment. Compassionate leadership that fosters the mentorship of junior cohorts as part of a flexible preceptorship package could mitigate these risks.

Opportunities to develop leadership skills in the undergraduate diagnostic radiography program: Insights from students at an Australian university

INTRODUCTION/BACKGROUND

Leadership is defined as the ability to influence others to work towards common visions and goals. A key principle of the Australian Health Leadership Framework is that it applies to all leaders and potential leaders, who are at any place in the system. Hence, leadership is everyone's responsibility, including health profession students. In this short communication, we discuss the concept of leadership development in the undergraduate diagnostic radiography (DR) program through experiential learning. Examples from students' and academics' perspectives are presented, with the intention of providing a broad context to the range of opportunities that support development of leadership skills in DR students.

DISCUSSION

Experience and experiential learning are fundamental and natural means of learning. Experiential learning has a positive effect on leadership because of its impact on personal, attitudinal, moral, social, and cognitive outcomes. Undergraduate DR students value opportunities to develop leadership skills during their university education. Four opportunities to develop and reflect on leadership skills are discussed. Two of the opportunities, clinical placements and honours programs, form part of the curricula, whilst others, such as mentoring and profession-specific social groups, are not. Through experience-based learning, students may benefit from transformational effects in their individual skills, which may ultimately benefit the organisation or community in which the individual participates.

CONCLUSION

Commitment from clinical and academic educators to enable leadership development in DR students is essential. Through implementation of obligatory and optional experiential learning opportunities, it is anticipated that leadership skills will be cultivated in DR students, enabling students to exercise effective leadership in their current student roles and establish essential skills for their future professional roles.

Strengthening medical radiation technologist recognition through advanced practice in Canada: A narrative review

BACKGROUND

Lack of professional recognition from the public and other healthcare professionals has been a long-standing issue for medical radiation technologists (MRTs) in Canada. This situation was further highlighted by the pandemic when several provinces refused to recognize MRTs as essential workers. In addition to continued advocacy to develop interprofessional awareness of the MRT discipline, prioritizing the creation of advanced practice opportunities will increase the perceived value of MRTs to healthcare.

METHODS

Literature for this review was found by searching the electronic databases of PubMed, CINAHL, Google Scholar, and Athabasca University. Relevant reports from credible Canadian organizations, global MRT professional association websites, frameworks for advanced practice, and one dissertation were also reviewed.

DISCUSSION

The implementation of advanced practice radiography roles present a tremendous opportunity to increase the visibility and recognition of the MRT profession in both clinical and research domains. In Canada, role extension in radiography has underscored the significance and need for advanced practice.

CONCLUSION

To keep pace with growing demand for medical imaging, the use of human health resources must be re-evaluated to optimize care delivery and capitalize on the full skill set of MRTs.