1
|
Susiku E, Hewitt-Taylor J, Akudjedu TN. Graduate competencies, employability and the transnational Radiography workforce shortage: A systematic literature review of current pre-registration Radiography education and training models. Radiography (Lond) 2024; 30:457-467. [PMID: 38211453 DOI: 10.1016/j.radi.2024.01.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2023] [Revised: 11/01/2023] [Accepted: 01/02/2024] [Indexed: 01/13/2024]
Abstract
INTRODUCTION Transnational mobility of the Radiography workforce is challenged due to issues with standardisation of current education and training models which has added to the workforce shortage. To address the growing volume, scope and complexity of clinical Radiography service delivery, educational models need to be given a critical look for transnational relevance in modern times. This study aims to synthesise the characteristics of current pre-registration radiography educational programmes linked with effective knowledge, skill acquisition, and graduate employability to address the current workforce challenges through the development of newer training models. METHODS Using a mixed methods systematic review approach, secondary data was obtained from an EBSCOhost search involving key databases including MEDLINE, CINAHL, Academic Search Ultimate, ScienceDirect, and SCOPUS. Themes were developed following a result-based convergent data synthesis. RESULTS Forty articles met the predefined inclusion criteria following the study identification and screening phases. The included studies were conducted from across diverse settings including both low- and middle-income countries (LMIC) and high-income countries (HIC). Two broad themes were developed from the findings including: 1. Factors influencing graduate employability and 2) Radiography education and training programme characteristics. CONCLUSION The findings highlight and advocate for an innovative model for Radiography education and underscores the significance of graduates possessing multi-modality skills, varied competencies, and effective accreditation processes for training. Prioritising alignment with industry needs and holistic skill development is vital to closing the employability gap, ultimately improving graduate skills and competencies to address workforce shortage while improving patient care outcomes. IMPLICATIONS FOR PRACTICE Radiography training institutions should explore the development of new innovative models for multi-modality pre-registration education. This should offer adaptable routes that align seamlessly with the evolving regulatory, technological, and clinical trends.
Collapse
Affiliation(s)
- E Susiku
- Institute of Medical Imaging & Visualisation, Department of Medical Science & Public Health, Faculty of Health & Social Sciences, Bournemouth University, UK
| | - J Hewitt-Taylor
- Centre for Public Health, Faculty of Science and Technology, Bournemouth University, UK
| | - T N Akudjedu
- Institute of Medical Imaging & Visualisation, Department of Medical Science & Public Health, Faculty of Health & Social Sciences, Bournemouth University, UK.
| |
Collapse
|
2
|
Lundgren SM, Lundén M. Radiography-An etymological and semantic concept analysis from the perspective of radiographic science. Scand J Caring Sci 2023; 37:1091-1099. [PMID: 37395307 DOI: 10.1111/scs.13183] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2022] [Revised: 04/13/2023] [Accepted: 05/12/2023] [Indexed: 07/04/2023]
Abstract
INTRODUCTION Concepts are cornerstones in science, and their determination is a prerequisite for understanding their substance and meaning. Radiography as a concept is not straightforward nor simple to understand, and there are different interpretations depending on the scientific perspective. To develop truthful knowledge of radiography from the perspective of the discipline, a determination of the subject and substance of radiography is required and thereby is a precursor for theory development. The aim of this study was to investigate the etymological and semantic meaning of radiography from the radiography science perspective. METHODS An etymological and semantic analysis has been applied according to Koort and Eriksson's theoretical model. Dictionaries published between 2004 and 2021 were used. RESULTS The findings show that etymologically, radiography is formed by compounding the words 'radio' and 'graphy', originating historically from Latin and Greek. The semantic analysis revealed that the substance of radiography consisted of four characteristics that are the basic substance of radiography. The characteristics were X-ray and radiation, human beings-opaque objects, process including an act and art and images. CONCLUSION This study clarifies the substance and meaning of radiography as a subject from the perspective of radiography science. The subject and substance consisted of the four basic characteristics that all are vital and required to understand the concept of radiography. The characteristics revealed that radiography science is based on scientific knowledge and carrier of properties of meaning that provide a fundamental understanding of radiography science. IMPLICATIONS FOR PRACTICE Investigating the subject, substance and meaning of radiography as a concept can become the base for further theoretical, contextual and practical understanding and support in the development of theory in radiography science.
Collapse
Affiliation(s)
- Solveig M Lundgren
- Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
| | - Maud Lundén
- Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
| |
Collapse
|
3
|
McNulty JP, England A, Shanahan MC. International perspectives on radiography practice education. Radiography (Lond) 2021; 27:1044-1051. [PMID: 33934944 DOI: 10.1016/j.radi.2021.04.004] [Citation(s) in RCA: 21] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2021] [Revised: 04/08/2021] [Accepted: 04/12/2021] [Indexed: 10/21/2022]
Abstract
INTRODUCTION The radiography profession is built upon strong educational foundations which help ensure graduate radiographers have the required knowledge, skills, and competence to practise safely and effectively. Changing clinical practices, service needs, technological developments, regulatory changes, together with our growing professional evidence-base, all contribute to the need for our curricula to responsive and continually reviewed and enhanced. This study aims to explore similarities and differences in training curricula and follows a 2012 global survey on radiography education and more recent surveys undertaken by the European Federation of Radiographer Societies (EFRS). METHODS An online questionnaire, based on previous EFRS education and clinical education surveys, which comprised of open and closed questions and consisted of sections designed to ascertain data on: type, level and duration of education programmes leading to an initial or pre-registration qualification in radiography/medical radiation practice, pre-clinical skill development and clinical placement within programmes. The survey was distributed via social media channels and through an international network of professional societies. Descriptive statistics are reported for most analyses while open questions were analysed thematically. RESULTS Responses were received from 79 individuals from 28 identified countries across four continents. This represented a total of 121 different pre-registration/entry level programmes offered across these institutions. While dedicated diagnostic radiography programmes were most common (42/121), almost one-third of programmes (40/121) offered two or more areas of specialisation within the curriculum. The average of total hours for clinical placement were 1397 h for diagnostic radiography programmes; 1300 h for radiation therapy programmes; 1025 h for nuclear medicine programmes; and 1134 h for combined specialisation programmes, respectively. Institutions provided a range of physical and virtual systems to support pre-clinical skills development. CONCLUSION Around the world, radiography programmes vary considerably in terms of their level, duration, programme type, pre-clinical and clinical training, use of simulation, and also in terms of class sizes, student/staff ratios, and graduate employment prospects. The ability of graduates to work independently in areas covered within their programmes varied considerably. While some changes around simulation use were evident, given the impact of COVID-19 it would be beneficial for future research to investigate if pre-clinical and clinical education hours or use of simulation resources has changed due to the pandemic. IMPLICATIONS FOR PRACTICE The heterogeneity that exists between radiography programmes presents a significant challenge in terms of the mutual recognition of qualifications and the international movement of the radiographer workforce.
Collapse
Affiliation(s)
- J P McNulty
- Radiography and Diagnostic Imaging, School of Medicine, University College Dublin, Ireland.
| | - A England
- School of Allied Health Professions, Keele University, Staffordshire, UK.
| | - M C Shanahan
- Discipline of Medical Radiation Science, Faculty of Health, University of Canberra, Bruce, ACT, Australia.
| |
Collapse
|
4
|
Andersson B, Lundén M, Lundgren S. Radiographers’ academic development in Sweden: Towards and after a doctoral degree. Radiography (Lond) 2020; 26:275-281. [DOI: 10.1016/j.radi.2020.02.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2019] [Revised: 02/01/2020] [Accepted: 02/04/2020] [Indexed: 10/25/2022]
|
5
|
Sá Dos Reis C, Pires Jorge JA, York H, Flaction L, Johansen S, Mæhle S. A comparative study about motivations, expectations and future plans for professional development in four European radiography programs. Radiography (Lond) 2018; 24:e91-e97. [PMID: 30292519 DOI: 10.1016/j.radi.2018.05.007] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2018] [Revised: 05/17/2018] [Accepted: 05/21/2018] [Indexed: 02/06/2023]
Abstract
INTRODUCTION This study aims to compare motivations, expectations and work plans of students and teaching-staff from four different European radiography programs, it aims also to explore areas that could be included to advance post graduate studies. METHODS Two different questionnaires (open- and closed-end questions) were applied to key-informants, students who had just completed their bachelor thesis and teaching-staff, to collect data regarding motivations, expectations, challenges and potentials for radiography education and, plans for further work. Descriptive statistics and thematic analysis were performed according to the nature of the questions. RESULTS The response rates were 45% (students) and 68% (teaching-staff). The motivations to study radiography were similar between students: to work in a healthcare-service, helping people, manipulating high-end technologies, providing service while combining different knowledge (physics, patient-care, physiology, anatomy). 75% of the students did not reach all their expectations due to the lack of focused and updated content for some areas. The teaching-staff were expecting an extension of the radiographers' role. The development of advance studies in computed tomography and magnetic resonance was highlighted as important by students. Future work plans included: self-improvement, continuation of studies, specialization, research and collaborations. CONCLUSIONS This study increased the understanding of radiography education and provides insights into future perspectives. Participants have similar motivations, expectations and future plans. Improvements in education should focus on technological developments and meeting job market demands. Further studies should be performed to identify approaches that acknowledge the specific needs of each country, while also providing strategies to harmonize radiography education in Europe.
Collapse
Affiliation(s)
- C Sá Dos Reis
- Department of Medical Radiation Sciences, Curtin University, Perth, Western Australia, Australia; Escola Superior de Tecnologia da Saúde de Lisboa/Instituto Politécnico de Lisboa (ESTeSL/IPL), Portugal.
| | - J A Pires Jorge
- Haute École de Santé Vaud/University of Applied Sciences and Arts Western Switzerland (HES-SO), Switzerland
| | - H York
- University of Hertfordshire, Hatfield, UK
| | - L Flaction
- Haute École de Santé Vaud/University of Applied Sciences and Arts Western Switzerland (HES-SO), Switzerland
| | - S Johansen
- Oslo Metropolitan University (OMU), Oslo, Norway; Department of Oncology (AKB), Division of Cancer Medicine, Surgery and Transplantation (KKT), Oslo University Hospital (OUS), Norway
| | - S Mæhle
- Oslo Metropolitan University (OMU), Oslo, Norway
| |
Collapse
|
6
|
Sá Dos Reis C, Pires-Jorge JA, York H, Flaction L, Johansen S, Maehle S. Curricula, attributes and clinical experiences of radiography programs in four European educational institutions. Radiography (Lond) 2018; 24:e61-e68. [PMID: 29976346 DOI: 10.1016/j.radi.2018.03.002] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2017] [Revised: 02/26/2018] [Accepted: 03/05/2018] [Indexed: 11/16/2022]
Abstract
INTRODUCTION The aim of this study was to compare radiography curricula, teaching/learning strategies, skill development, clinical practice outcomes and research development delivered by four European educational institutions. METHODS This study was carried out in two phases: the first focused on curricula analysis; the second involved online questionnaires to ascertain data from two key-informants: students who had recently completed their bachelor thesis and teaching-staff. Questionnaires were designed to capture teaching and learning strategies, skill acquisition and outcomes of clinical practice and research. Descriptive statistics and thematic analysis were performed according to the nature of the questions. RESULTS The European Credits Transfer System dedicated per core subject area (natural sciences, clinical practice, research, imaging technology, humanities) differed between institutions. Students classified technical, practical and communication skills as the most important, teaching-staff highlighted also critical thinking. The students defined as "very good" their experience in radiography (58.5%) and computed-tomography (45%). Magnetic resonance imaging practice was considered "Average" by 53% of the UK-students and "Good" by the other European students (40%). According to 71% (55/78) of the students, research work contributed to the development of critical/reflective thinking. CONCLUSIONS The four radiography programs presented variations in curricula, contact-hours, clinical experience and outcomes. Research units allowed the participant-students to develop their critical thinking capabilities. The outcomes from clinical practice differ across the institutions, mainly due to differences in background and access to specialities. Further work is necessary to assess the real impact of different radiography programs on professional and academic mobility across Europe.
Collapse
Affiliation(s)
- C Sá Dos Reis
- Medical Radiation Sciences, Curtin University, Perth, Western Australia, Australia; Escola Superior de Tecnologia da Saúde de Lisboa/Instituto Politécnico de Lisboa (ESTeSL/IPL), Portugal.
| | - J A Pires-Jorge
- Haute École de Santé Vaud/University of Applied Sciences and Arts Western Switzerland (HES-SO), Switzerland
| | - H York
- University of Hertfordshire, Hatfield, United Kingdom
| | - L Flaction
- Haute École de Santé Vaud/University of Applied Sciences and Arts Western Switzerland (HES-SO), Switzerland
| | - S Johansen
- Oslo and Akershus University College of Applied Sciences, Faculty of Health Sciences, Norway; Department of Oncology (AKB), Division of Cancer Medicine, Surgery and Transplantation (KKT), Oslo University Hospital (OUS), Norway
| | - S Maehle
- Oslo and Akershus University College of Applied Sciences, Faculty of Health Sciences, Norway
| |
Collapse
|
7
|
England A, Geers-van Gemeren S, Henner A, Kukkes T, Pronk-Larive D, Rainford L, McNulty JP. Clinical radiography education across Europe. Radiography (Lond) 2017; 23 Suppl 1:S7-S15. [PMID: 28780956 DOI: 10.1016/j.radi.2017.05.011] [Citation(s) in RCA: 39] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2017] [Revised: 05/17/2017] [Accepted: 05/20/2017] [Indexed: 11/17/2022]
Abstract
PURPOSE To establish a picture of clinical education models within radiography programmes across Europe by surveying higher education institutions registered as affiliate members of the European Federation of Radiography Societies (EFRS). METHOD An online survey was developed to ascertain data on: practical training, supervisory arrangements, placement logistics, quality assurance processes, and the assessment of clinical competencies. Responses were identifiable in terms of educational institution and country. All educational institutions who were affiliate members at the time of the study were invited to participate (n = 46). Descriptive and thematic analyses are reported. RESULTS A response rate of 82.6% (n = 38) was achieved from educational institutions representing 21 countries. Over half of responding institutions (n = 21) allocated in excess of 60 European Credit Transfer and Accumulation System (ECTS) credits to practical training. In nearly three-quarters of clinical placements there was a dedicated clinical practice supervisor in place; two-thirds of these were employed directly by the hospital. Clinical practice supervisors were typically state registered radiographers, who had a number of years of clinical experience and had received specific training for the role. Typical responsibilities included monitoring student progress, providing feedback and completing paperwork, this did however vary between respondents. In almost all institutions there were support systems in place for clinical placement supervisors within their roles. CONCLUSIONS Similarities exist in the provision of clinical radiography education across Europe. Clinical placements are a core component of radiography education and are supported by experienced clinical practice supervisors. Mechanisms are in place for the selection, training and support of clinical practice supervisors. Professional societies should work collaboratively to establish guidelines for effective clinical placements.
Collapse
Affiliation(s)
- A England
- European Federation of Radiographer Societies, Catharijnesingel 73, 3511 GM Utrecht, The Netherlands; Directorate of Radiography, School of Health Sciences, University of Salford, Allerton Building, Salford M5 4WT, United Kingdom.
| | - S Geers-van Gemeren
- Nederlandse Vereniging Medische Beeldvorming en Radiotherapie, Catharijnesingel 73, 3511 GM Utrecht, The Netherlands.
| | - A Henner
- European Federation of Radiographer Societies, Catharijnesingel 73, 3511 GM Utrecht, The Netherlands; School of Health and Social Care, Oulu University of Applied Sciences, Kiviharjuntie 8, FI-90220 Oulu, Finland.
| | - T Kukkes
- European Federation of Radiographer Societies, Catharijnesingel 73, 3511 GM Utrecht, The Netherlands; Tartu Health Care College, Nooruse 5, 50411, Tartu, Estonia.
| | - D Pronk-Larive
- European Federation of Radiographer Societies, Catharijnesingel 73, 3511 GM Utrecht, The Netherlands.
| | - L Rainford
- European Federation of Radiographer Societies, Catharijnesingel 73, 3511 GM Utrecht, The Netherlands; Radiography and Diagnostic Imaging, School of Medicine, University College Dublin, Health Sciences Centre, Belfield, Dublin 4, Ireland.
| | - J P McNulty
- European Federation of Radiographer Societies, Catharijnesingel 73, 3511 GM Utrecht, The Netherlands; Radiography and Diagnostic Imaging, School of Medicine, University College Dublin, Health Sciences Centre, Belfield, Dublin 4, Ireland.
| |
Collapse
|
8
|
McNulty J, Rainford L, Bezzina P, Henner A, Kukkes T, Pronk-Larive D, Vandulek C. A picture of radiography education across Europe. Radiography (Lond) 2016. [DOI: 10.1016/j.radi.2015.09.007] [Citation(s) in RCA: 37] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
|