Diagnostic radiography: A study in distancing

Radiographers' insights on the impact of their potential role in image interpretation within a low resource setting

INTRODUCTION

The global shortage of radiologists has led to a growing concern in medical imaging, prompting the exploration of strategies, such as including radiographers in image interpretation, to mitigate this challenge. However, in low-resource settings, progress in adopting similar approaches has been limited. This study aimed to explore radiographers' perceptions regarding the impact of their potential role in image interpretation within a low-resource setting.

METHODS

The study used a qualitative descriptive design and was conducted at two public referral hospitals. Radiographers with at least one year of experience were purposively sampled and interviewed using a semi-structured interview guide after consenting. Data saturation determined the sample size, and content analysis was applied for data analysis.

RESULTS

Two themes emerged from fourteen interviews conducted with two male and twelve female radiographers. Theme one revealed the potential for enhanced healthcare delivery through improved diagnostic support, bridging radiologist shortages, career development and fulfilment as positive outcomes of role extension. Theme two revealed possible implementation hurdles including radiographer resistance and reluctance, limited training, lack of professional trust, and legal and ethical challenges.

CONCLUSION

Radiographers perceived their potential participation positively, envisioning enhanced healthcare delivery, however, possible challenges like resistance and reluctance of radiographers, limited training, and legal/ethical issues pose hurdles. Addressing these challenges through tailored interventions, including formal education could facilitate successful implementation. Further studies are recommended to explore radiographers' competencies, providing empirical evidence for sustaining and expanding this role extension.

IMPLICATION FOR PRACTICE

The study further supports the integration of radiographers into image interpretation with the potential to enhance healthcare delivery, however, implementation challenges in low-resource settings require careful consideration.

Parent's perceptions of paediatric care in two radiology departments within Johannesburg, South Africa

BACKGROUND

A referral to the Radiology department may be a very frightening, and at times a stressful experience for a child and their parents. The radiographer plays an important role as a healthcare professional to simultaneously produce high-quality diagnostic X-ray images and facilitate a high standard of care in a limited timeframe.

METHODS

The purpose of this qualitative, phenomenological study was thus to explore and describe parents' perceptions of paediatric care in two Radiology departments within Gauteng. A total of 12 semi-structured individual interviews were conducted with parents, until data saturation was achieved.

RESULTS

Braun and Clarke's six-step thematic analysis was used which unveiled three themes: 1) Recognition of overall positive, high standard of care received by paediatrics who underwent an X-ray examination 2) Limitations prohibiting a caring environment 3) The need for parent-centered paediatric care through the implementation of Family Centered Care (FCC).

CONCLUSION

Overall, there was positive feedback from the parents' perspectives and general satisfaction with the quality of care received by the child whilst in the Radiology department. Although there were some negative categories particularly referring to an unknown environment, parents overall appreciated the qualities of caring and effective communication that the radiographers displayed during their visit.

IMPLICATIONS FOR PRACTICE

The lack of literature regarding parents' perceptions of paediatric care within the context of radiography led to the current study. Recommendations for future best practice would be incorporating the concept of FCC within the curriculum of the radiography degree to improve overall patient and parent satisfaction.

Radiography-An etymological and semantic concept analysis from the perspective of radiographic science

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.

Patient involvement and expectations during CT scans. Tinkering to involve patients and offer care in radiographic practice

INTRODUCTION

This study investigated how patients expected and experienced to be put first and cared for in diagnostic imaging settings and how putting the patient first was operationalized in practice.

METHODS

A qualitative field study was conducted in two Danish hospitals to investigate patients' expectations and experiences of care and involvement during CT examinations. Data collection methods included semi-structured interviews and participant observations of five examination cases. Three Computed Tomography (CT) guided lung biopsy intervention studies and two conventional CT studies of the chest of patients being investigated for lung cancer in Fast Track Cancer Referral Programs (FTCRP) were included.

RESULTS

Patients reported low expectations of receiving care and being involved during examinations. Perceptions of receiving care predominantly consisted of being received in a kind, personalized manner. Expectations of involvement in the procedure were reported in terms of readiness to do as they were told, complying with requests put to each patient. Concepts of care and involvement were challenged in their formal meanings and found to be entangled in complex interactions within sociotechnical boundaries.

CONCLUSION

Patient's expectations of receiving care and being involved in the diagnostic imaging procedures, were expressed in noncommittal terms, and were overshadowed by patients' focus on getting through the examination, in order to get an answer to their tentative diagnose. The concepts of care and patient involvement were negotiated and reconceptualized within the sociotechnical framework of the diagnostic imaging situation of the individual patient. The concept of "tinkering" is suggested as a means of understanding how patientcare is performed during diagnostic imaging procedures.

IMPLICATIONS FOR PRACTICE

Issues were identified that may help professionals to put "the patient first", thus, improving patient centered care.

Radiographers' experiences and perspectives of forensic imaging in Australia: A qualitative study

INTRODUCTION

Forensic imaging plays a pivotal role regarding medico-legal issues by investigating the cause(s) of injuries to living or deceased individuals. There is currently a gap in the literature on forensic imaging due to limited national and international guidelines, protocols and scope of duties and responsibilities of radiographers undertaking forensic imaging. Thus, this study aimed to investigate the gap by exploring the experiences and perspectives of radiographers on forensic imaging in Australia.

METHODS

A qualitative approach collected data from fifteen purposively sampled qualified Australian radiographers through individual in-depth interviews. The verbatim transcribed data were thematically analysed.

RESULTS

Two themes were identified: 1) Radiographers' experiences of forensic imaging; 2) Radiographers' perceptions of forensic imaging within the job scope of a qualified radiographer.

CONCLUSIONS

Participants' experiences of forensic imaging ranged from anxiety to a positive experience, and others posed ethical and situational dilemmas heightened by the lack of dedicated forensic imaging protocols. While some radiographers expressed that every radiographer should conduct forensic imaging, others felt it was not mandatory.

IMPLICATIONS FOR PRACTICE

Radiographers' shared subjective experiences, thoughts and feelings provided insight into forensic imaging and the need for more significant support from educational and governing bodies.

First year student radiographers' perceptions of a one-week simulation-based education package designed to increase clinical placement capacity

INTRODUCTION

The radiography workforce is short-staffed and under increasing pressure to meet service pressures. Combined with the impact of Covid-19, where student face-to-face clinical time was abruptly halted for safety, there is cause to change the pedagogical approach to teaching diagnostic radiography to students, increasing capacity and ensuring the continuance of qualifying radiographers to support the profession. This paper shares the perceptions of first year student radiographers on a one-week simulation-based education package designed to replace one week of clinical placement experience.

METHODS

Two cohorts of first-year radiography students engaged in a one-week simulation-based education package. Simulations increased in complexity throughout the week and included conventional imaging techniques, mobile and theatre radiography, and cross-sectional imaging. Thirty-six students consented to the thematic analysis of their reflective blogs.

RESULTS

Five themes emerged from the data: feeling anxious, understanding and skill development, building confidence, communication, and patient-centred care.

CONCLUSION

The simulation package had a positive impact on students learning, no matter the stage at which it was incorporated into their clinical placement block. Students engaged well with the activities and saw value in the experience. The findings indicate that the simulation-based education package is a suitable replacement for one week of clinical placement, supporting skills development in students and providing increased placement capacity.

IMPLICATIONS FOR PRACTICE

A successful, engaging simulation-based education package is presented, which first year student radiographers perceived as a suitable replacement for one-week of clinical placement. Further research into the acceptability of use of simulation-based education packages in second- and third-year student radiographers would be a useful next step.

Diagnostic radiography students' perceptions of working in the clinical environment: A focus on emotional challenges

INTRODUCTION

Diagnostic radiography (DR) students experience situations that affect their emotional wellbeing during clinical placements. This study aimed to investigate factors that contribute to students' reduced wellbeing on clinical placements, and to identify responses to situations that are considered challenging.

METHODS

An online survey was employed to collect data from five cohorts in the undergraduate (UG) and graduate entry masters (GEM) DR programs (n = 461 enrolled students). Questions related to experiences with health professionals, clinical work area or patient presentations that were considered to reduce wellbeing. Data on personal reactions to challenging situations, and strategies that could better prepare students for coping were also collected. Quantitative and qualitative data were analysed using descriptive statistics and thematic analysis respectively.

RESULTS

155 completed surveys were returned (33.6% response rate). Regarding health professionals, 21.4% of participants (33/154) indicated either 'agree' or 'strongly agree' that a prior interaction with a radiographer had contributed to reduced wellbeing. The highest agreement for work area was emergency department (23/66, 34.8%). For patient presentations, 78.1% (n = 121/155) of responses related to 'patients in suffering', with differences between UG and GEM students (p = 0.027). The majority of responses to challenging situations was 'focused on the task of imaging' (n = 103/155, 66.5%), and 58.7% (n = 91/155) of participants indicated that listening to other students' personal experiences would assist them in the future. Four main themes emerged from the qualitative data: 'student role and expectations', 'emotional impact of a patient's presentation', 'interaction with radiographers' and 'personal experience'.

CONCLUSION

Emotional challenges exist in the clinical environment. Experiences affecting wellbeing in the clinical setting are diverse among DR students, and students may lack preparedness to deal with them.

IMPLICATIONS FOR PRACTICE

Support strategies and educational interventions are recommended in order to support students' wellbeing.

Sonographers' experiences of being a caring professional within private practice in the province of Gauteng

Background

Medical imaging has been driven by technological advancements. However, the concept of caring has now become a significant element in the healthcare profession. Within a South African context, there are principles that emphasise the importance of people and service delivery: the Batho Pele Principles and Ubuntu. Now more than ever, there is a greater need for a patient-centred caring environment. Therefore, there is an expectation for sonographers to be adaptive to this new environment.

Aim

The purpose of this study was to explore and describe the sonographers’ experiences of being caring professionals.

Setting

Sonographers who work within private practices in Gauteng were part of this study.

Methods

A qualitative, exploratory, descriptive, contextual, phenomenological research design was used. Focus group interviews were conducted with qualified sonographers registered with the HPCSA. Thematic analysis was used to code data into themes and categories.

Results

Four themes emerged: the effects of a caring relationship between a sonographer and a patient; circumstances limiting a sonographer in being a caring professional; sonographers’ approach to caring; educational readiness of sonographers to be caring professionals.

Conclusion

The participants in this study explained and shared their understanding of being caring professionals. They shared many stories regarding trusting relationships with patients. However, as a caring professional, many challenges were encountered, both physically and emotionally. Recommendations such as reflective journals and the practices of Jean Watson’s theory of transpersonal caring are cited to focus on the practice and education that may improve caring among sonographers.

Caring through distancing: Spatial boundaries and proximities in the cystic fibrosis clinic

This paper re-examines relations between proximity, distance and care, focusing on practices of 'distancing' in the cystic fibrosis (CF) clinic. While care is often thought of in terms of proximity, literature on 'landscapes of care' highlights the potential for 'care at a distance'. We extend this literature to examine practices of social distancing, specifically the act of maintaining a 'space between' bodies in communal areas - a practice currently brought to the fore by the COVID-19 pandemic. Using the CF clinic as a case study, we examine how distancing can be understood as an emplaced practice of care, shaped by - and shaping - architectures and materialities in particular contexts. We explore these issues drawing on data from Pathways, practices and architectures: containing antimicrobial resistance in the cystic fibrosis clinic, a UK AHRC funded study (AH/R002037/1) examining practices in three cystic fibrosis clinics using visual and ethnographic methods. Clinical staff practices of maintaining distancing were often regarded by patients as 'care-ful', part of personalised 'care in place', embroiling a wider care assemblage including ancillary staff, materialities and architectures. Patients also actively participate in distancing as an 'ethic of care', using strategies of 'holding back' and 'looking out' in confined spaces. Yet our findings also highlight tensions between care, proximity and distance in circulation spaces and communal areas, including transient spaces where the assemblage of care breaks down. The article concludes by considering wider implications for healthcare design and for the COVID-19 pandemic.

A Qualitative Approach to Understanding the Effects of a Caring Relationship Between the Sonographer and Patient

BACKGROUND

The concept of caring is rapidly becoming an area of interest in healthcare research, especially in medical imaging. While patients, academic institutions, hospitals and policy makers have an expectation for healthcare professionals to be caring, the effects of such a relationship between patient and professional is equally important to understand. Within sonography, a discipline of radiography, there is limited literature on this concept.

PURPOSE

The purpose of the main study was to explore and describe the sonographers' experiences of being caring professionals within private practices in the province of Gauteng, South Africa. This paper focuses on one essential theme that emerged from the study: the effects of a caring relationship between sonographer and patient. Guidelines to enhance caring relationships are also provided.

MATERIALS AND METHODS

A qualitative, exploratory, descriptive, contextual, phenomenology research design was utilised. Four focus group interviews (n = 14) were conducted with qualified sonographers working in the private sector, in Gauteng. Data collection took place until data saturation was reached.

RESULTS

Sonographers described caring for their patients as having both positive and negative effects on themselves. Sonographers explained having developed protective mechanisms to help them when caring for tenacious patients. There was also a sense of emotional and psychological strain identified. Despite this, sonographers displayed a sense of professional pride for their careers.

CONCLUSION

Guidelines were developed to alleviate the emotional and psychological strains sonographers are burdened with. These guidelines included; the facilitation of a supportive and healing environment through reflective practice, availability of a psychologist, and having a tea garden at work.

A model to facilitate the teaching of caring to diagnostic radiography students: Original research

BACKGROUND

Healthcare has moved towards a patient-centred caring environment. Radiography students have described feeling unprepared for daily patient interactions therefore, it is essential for educators to facilitate the development of caring attributes in students.

OBJECTIVE

The objective of this article is to describe the process that was followed in order to develop a model to facilitate the teaching of caring to diagnostic radiography students.

METHOD

A qualitative, theory-generating, exploratory and descriptive research design was used. Phase one was a descriptive, exploratory study that utilized focus group interviews to explore and describe the concept of caring from the perspective of first year diagnostic radiography students. Phase two, the focus of this article, was the theory generation phase of the study which began with identifying a central concept from the focus group interview results. The central concepts were then defined according to dictionary and literature sources and relationships between the identified concepts were created. Thereafter, the model was developed.

RESULTS

The central concept was identified as the "facilitation of a culture of caring". This concept was then defined, classified and described.

CONCLUSION

This model as a framework of reference could assist diagnostic radiography educators in facilitating the teaching of caring among student radiographers.

On the "Flip Side": An Autoethnography Utilizing Professional Reflective Practice Skills to Navigate a Medical Experience as the Patient

INTRODUCTION

This autoethnography explores perception of personal role flexibility within health care after a brain tumour diagnosis. The experience provided the possibility of challenging and redefining my role in health care. I draw upon past research, professional capability guidelines, and my experiences as an academic, practitioner, and patient to stimulate debate about patient and practitioner roles and relationships. I also emphasize the importance of reflective practice, effective communication, and patient-centered care in the health care setting, with a goal of improving the experience of patients, practitioners, and academics.

METHOD

This research uses the personal experience of an academic/practitioner turned patient to explore reflective practice, professional practice, and patient-centered care through autoethnography.

RESULTS

My personal account identifies the changing roles of self within health care. My account also demonstrates that reflective practice has positively contributed to my personal patient experience. Continuity of care, open communication, and patient-centered care also contributed to creating a positive personal patient experience.

DISCUSSION

Merging roles of a practitioner, academic, and patient in an experience of health care provides opportunity for practitioners and academics to gain an authentic, personal account of the patient's perspective, with the goal of enhancing patient and practitioner partnerships/relationships.

CONCLUSION

My role in health care changed after having a personal experience as a patient. This change was professionally confronting and challenged my perception of defined practitioner and patient roles. My personal view of the patient experience and importance of reflective practice may provide connection for practitioners and academics to the patient experience, perhaps informing and shaping future professional practice.

Quality of Care of Medical Imaging Services at a Teaching Hospital in Ghana: Clients' Perspective

BACKGROUND

The Ministry of Health of Ghana is committed to delivering client-focused, quality-driven, and results-oriented medical imaging services. However, there remained a lack of empirical evidence regarding the state of the various dimensions of quality needed to establish evidence-based strategies to strengthen the medical imaging system. This study assessed the quality of care of medical imaging services from clients' perspective at a teaching hospital in order to inform policy.

METHODS

This research was a descriptive cross-sectional study using a mixed method approach based on the dimensions of quality of care in medical imaging: capacity and sustainability, timeliness, safety, equity, patient centeredness, and effective communication.

QUANTITATIVE METHOD

A 5-point Likert scale questionnaire was used. A total of 191 clients aged ≥18 years were recruited during medical imaging services at the imaging department of the hospital. A simple random sampling technique was used to select participants. Data were analyzed using Stata version 13. Descriptive analyses were carried out.

QUALITATIVE METHODS

Purposive sampling strategy was applied to recruit 12 in-depth interview participants. Reflective interview guide starting with demographic characteristics and followed by the dimensions of quality of care was used. Qualitative data were analyzed using thematic analysis.

QUANTITATIVE RESULTS

Overall, there is low quality of care 2.8 (standard deviation [SD] = 0.6). There is low quality with regards to timeliness 2.8 (SD = 0.4), patient centeredness 2.7 (SD = 0.7), equity 2.8 (SD = 0.2), effective communication 2.7 (SD = 0.7), and safety 2.5 (SD = 0.3). Quality of care in relation to capacity and sustainability is high 3.4 (0.6). Only 73 (38.2%) of the clients are currently satisfied with the quality of care, and only 39.8% will recommend others to access care at the imaging department. Only 66 (34.6%) of clients are of the view that staff behavior instills confidence.

QUALITATIVE RESULTS

The qualitative study shows a lack of equity, timeliness, and patient-centeredness in terms of care and privacy. There is a perceived lack of compliance with radiation protection protocols, and there exist wide communication gaps between clients and staff. Furthermore, there is a lack of capacity and sustainability in relation to the reliability and availability of functional equipment. There is, however, high appraisal from clients regarding the neatness and availability of staff.

CONCLUSION

A majority of clients are not satisfied with the quality of care of the medical imaging services. Improved interaction with clients, availability of functional equipment, and effective communication during the care process between the patients and the imaging professionals such as provision of timely information during the waiting period and explanation of procedure will help enhance the quality of care.

A review of visual ethnography: Radiography viewed through a different lens

INTRODUCTION

The objective of this article is to provide a short review of the research methodology 'visual ethnography'.

METHOD

The review article will provide a summary of the foundations of visual ethnography, outline the key debates and refer to some of the main authors working in this field.

RESULTS

Visual Ethnography is both a methodology and a method of research. It should be selected for research in radiography when research questions seek to focus upon aspects or elements of a culture. A research plan that is designed using a visual ethnographic approach should be flexible and take into account the requirements of the researcher and research participants. Visual methods of research include the use of various images, for example, photographs, collage, film or drawings. Visual methods are commonly employed together with interviews, conversations and observation. The approach enables researchers to generate new and unique insights into cultures.

CONCLUSION

This review of visual ethnography provides background information that informs an introduction to the methodology. It demonstrates a methodology with the potential to explore culture and expand knowledge of radiography practice.

IMPLICATIONS FOR PRACTICE

The authors suggest that for future studies visual ethnography is a methodology that can expand the paradigm of radiography research.

The concept of caring amongst first year diagnostic radiography students: Original research

Student radiographers start their work integrated learning from their first year of studying and they are in constant contact with patients. Based on this interaction, it is imperative for all diagnostic radiography students to be caring professionals. The purpose of this study was to gain an understanding of caring amongst diagnostic student radiographers by exploring and describing their experiences of caring in the clinical environment. A qualitative, exploratory, descriptive and contextual research design was utilized. Focus group interviews were conducted with first year diagnostic radiography students. Purposive sampling was used to ensure information rich data was obtained. In keeping with qualitative research, participants were interviewed until data saturation was reached. Appreciative inquiry was used as an interview technique to encourage storytelling and to engage in narrative - rich communication. The 4-D model of appreciative inquiry, namely; Discovery, Dream, Destiny and Design, formed the basis for the interview questions. Data was analysed and coded and themes were created based on the interpretation of the data. Three themes were identified as being; caring as an integral part of a career choice, unpreparedness for interpersonal interactions and barriers and enablers for the development of a caring identity. Participants expressed an idealistic vision of what caring means to them as a student radiographer. Participants felt unprepared for their daily interpersonal interactions with patients and other staff. Recommendations to radiography educators would be to engage in more role-playing exercises, reflective practices and peer discussions.

Is there a role for simulation based education within conventional diagnostic radiography? A literature review

INTRODUCTION

Simulation based education is advancing, but is there a role for it in Diagnostic Radiography? The aim of this literature review was to understand the use of simulation within conventional diagnostic radiography education to raise awareness of this pedagogical approach. Objectives were to identify the prevalence and stage of delivery in education; understand the variation of simulation and learning objectives informing its use; and review the perceptions of those using simulation in education and practice.

METHODS

The literature review used a systematic search strategy. Library Plus, CINAHL, ScienceDirect, Medline and Google Scholar were reviewed resulting in 703 articles. Inclusion and exclusion criteria were applied with initial review of title and abstract resulting in 22 articles. Fifteen articles were selected following full text review.

RESULTS

Simulation was used for both pre-and post-registration education. Themes included inter-professional education, use of computer software and improving patient/practitioner interactions. Increased confidence and understanding of professional roles were common outcomes.

CONCLUSION

Simulation is a valuable pedagogical approach for diagnostic radiography education. Staff training and careful implementation of each stage is required to achieve desired learning outcomes.

Emotional Intelligence Development in Radiography Curricula: Results of an International Longitudinal Study

This article presents the findings from the first 3 years of a longitudinal study following a cohort of radiography and radiotherapy students through their qualification programs. The aim was to demonstrate any changes in emotional intelligence (EI) and to clarify the timing of any changes.

METHODS

This was an international, longitudinal cohort study of student radiographers undertaking preregistration programs at four different higher education institutions. It was a survey design using a published and validated trait EI questionnaire. A mixed analysis of variance (Greenhouse-Geissler methods) was used with age and gender included in the models, as these were considered possible confounding factors. Sensitivity analysis was also applied because responses gradually reduced throughout the years.

RESULTS

Across the 3 years of the project, there were no statistically significant differences demonstrated in students' EI scores between countries or between years. The mean scores per year over time showed a small, but not statistically significant change within the second year of the study, when there was a slight fall in the mean scores. The sensitivity analysis showed that the characteristics of the questionnaire completer group was not significantly different to the noncompleter group.

CONCLUSIONS

EI was not seen to change during the non-explicit EI content curricula within this study. The robustness of this finding falls away in the latter stages of this longitudinal study. Further research is recommended in curricula with explicit EI content. This study has provided a valuable benchmark for pre-explicit EI curricula.

Healthcare provider and patient perspectives on diagnostic imaging investigations

BACKGROUND

Much has been written about the patient-centred approach in doctor-patient consultations. Little is known about interactions and communication processes regarding healthcare providers' and patients' perspectives on expectations and experiences of diagnostic imaging investigations within the medical encounter. Patients journey through the health system from the point of referral to the imaging investigation itself and then to the post-imaging consultation. AIM AND SETTING: To explore healthcare provider and patient perspectives on interaction and communication processes during diagnostic imaging investigations as part of their clinical journey through a healthcare complex.

METHODS

A qualitative study was conducted, with two phases of data collection. Twenty-four patients were conveniently selected at a public district hospital complex and were followed throughout their journey in the hospital system, from admission to discharge. The second phase entailed focus group interviews conducted with providers in the district hospital and adjacent academic hospital (medical officers and family physicians, nurses, radiographers, radiology consultants and registrars).

RESULTS

Two main themes guided our analysis: (1) provider perspectives; and (2) patient dispositions and reactions. Golden threads that cut across these themes are interactions and communication processes in the context of expectations, experiences of the imaging investigations and the outcomes thereof.

CONCLUSION

Insights from this study provide a better understanding of the complexity of the processes and interactions between providers and patients during the imaging investigations conducted as part of their clinical pathway. The interactions and communication processes are provider-patient centred when a referral for a diagnostic imaging investigation is included.

Will it hurt? Verbal interaction between child and radiographer during radiographic examination

This study investigated the nature of verbal interactions between child, parent and radiographer and the extent to which it varied as a function of the child's age. The participants were 20 female radiographers and 32 children (3-15 years) examined for acute injuries. The verbal interactions during the examination were video recorded and analyzed using the Roter Interaction Analysis System (RIAS). Results indicated that 80% of the verbal interaction was accounted for by the radiographer, 17% by the child and 3% by the parent. The distribution of utterances varied with regard to children's age.

Radiographers' self-assessed level and use of competencies-a national survey

Objectives

To describe radiographers’ self-assessed level and use of competencies as well as how sociodemographic and situational factors are associated with these competencies, particularly related to work experience.

Methods

A cross-sectional design was employed. Radiographers (n = 406) completed the self-administered 28-item questionnaire encompassing two dimensions: ‘Nurse-initiated care’ and ‘Technical and radiographic processes’. The level of competencies was rated on a 10-point scale and the frequency of use on a 6-point scale.

Results

Most competencies received high ratings both in terms of level and frequency of use. In ‘Nurse-initiated care’ the competency ‘Adequately informing the patient’ was rated the highest, while ‘Identifying and encountering the patient in a state of shock’ and ‘Participating in quality improvement regarding patient safety and care’ received the lowest ratings. In ‘Technical and radiographic processes’ the highest rated competencies were ‘Adapting the examination to the patient’s prerequisites and needs’ and ‘Producing accurate and correct images’. The lowest frequency of use was ‘Preliminary assessment of images’.

Conclusion

The main findings underline the radiographers’ high competency in both ‘Nurse-initiated care’ and ‘Technical and radiographic processes’. The lower rated competencies emphasise the importance of continuous professional education and quality improvement.

Main Messages

• Assessing radiographers’ clinical competencies is fundamental for ensuring professional standards.

• Most competencies received high ratings both in the nursing and in the radiographic dimensions.

• The highest rated competencies focussed on information and adaptability to the patients needs.

• The lowest rated competencies focussed on encountering the patient in shock and image assessments.

• Age, years in present position and work place only explained a relatively small part of competency.