Bakgrund: Demenssjukdom förväntas öka i framtiden vilket kan komma att påverkaröntgenkliniker samt avdelningar som möter patientkategorin. Det finns svårigheter att undersöka patienter med demenssjukdom på grund av beteendeförändringar, agitation samt röntgensjuksköterskans korta möte. Det är därför av vikt att sammanställa den forskning som finns inom ämnet idag. Syfte: Att beskriva röntgensjuksköterskors, röntgensjuksköterskestudenters samt sjuksköterskors erfarenheter av att vårda patienter med demenssjukdom. Metod:En litteraturstudie vars resultat är uppbyggt på åtta kvalitativa studier. Databaserna som användes vid artikelsökning var Cinahl, Pubmed och Scopus. Analysen har varit inspirerad av Fribergs metod. Resultat:Tre huvudkategorier och nio underkategorier skapades efter analys av samtliga studier. Huvudkategorierna omfattar: Uppfatta orsaker till olämplig vård för personer med demenssjukdom, erfara svåra utmaningar vid behandling av patienter med demenssjukdom och uppleva faktorer som påverkar personcentrerad vård av patienter med demenssjukdom. Konklusion:Det korta vårdmötet begränsar möjligheten för vårdare att ge patienter med demenssjukdom god vård, vilket indikerar behovet av att avsätta mer tid till patienter med demenssjukdom. Kunskapsbrist har visats vara ett återkommande problem vid vård av demenssjukdom och ökad utbildning kan vara en adekvat åtgärd. Nyckelord: Radiografi, personcentrerad vård, beteendemässiga utmaningar, individuell erfarenhet / Background: Dementia will increase in the future which can affect radiology clinics and hospital departments caring for patients with dementia. There are difficulties examining patients with dementia due to behavioral changes, agitation and the limited time radiology nurses spend with patients. Therefore it is important to summarize current research on the subject. Aim: Describe the experiences of diagnostic radiology nurses, students in radiology nursing programs and general nurses when caring for patients with dementia Method:A literature review of eight qualitative studies using Cinahl, Pubmed and Scopus databases to discover articles. The analysis was inspired by Friberg’s method. Results:Three main categories and nine subcategories were identified after analysis. The main categories were; caregiver perceived reasons for inappropriate care of patients with dementia, difficult challenges experienced while treating patients with dementia, and perceived elements that affect personalized patient-centered care for those with dementia. Conclusion:The limited time allocated to attend to patients, limits the ability of caregivers to provide good care. This indicates a need to devote additional time for patients with dementia. A lack of knowledge was identified in dementia care, where increased education can be an adequate measure. Keywords: Radiography, patient-centred care, behavioural challenges encountered, individual experiences

The changing structures of families and the increase in the number of child headed families are progressively becoming noticeable both nationally and internationally. Reviewed literature has confirmed that the increasing trend in orphan status among school going age over the period 2002-2009, is of major concern. A growing body of literature also indicates that child headed families and orphan hood are becoming common phenomena in many African countries in general and South Africa in particular. This scenario presents certain challenges especially on the orphaned children‘s learning and schooling experiences as well as their behavioural and social interaction patterns. The phenomenon calls for greater educational support for such learners at school and home. Increasingly, teachers and schools world over are expected to respond to the changing educational environment and contextual realities of schooling that include the orphaned learners who head households. The aim of this thesis was to address the behavioural challenges that orphaned learners who head household experience and to develop a psycho-educational programme to support their learning. A qualitative instrumental case study research design was used with a study sample of 30 orphaned learners living in child headed household aged 10 to 16 years, ten Life Orientation Teachers, four members of School Management Team, eight members of School Based Support Team (SBST) and four Social Workers who were purposively sampled to participate in the study. The study was conducted in 15 classes located at four schools (3 secondary, 1 primary) in Taledi Area, Mamusa Circuit located in Ipelegeng Township of Schweizer Reneke town under Dr R.S. Ruth Momphati District-North West Province, South Africa. In order to answer the research question, data was collected using a variety of data collection techniques. These were semi structured interviews, observations and documentary analysis. Data obtained was analysed using the interpretational analysis method to determine the common themes and sub themes describing the behavioural challenges that the orphaned learners experience during schooling in the playgrounds and in the classroom. Data analysed revealed that although orphaned learners are socially strong with regard to interaction with their peers, they experience learning difficulties in the classroom leading to underperformance and grade repeating. The study also noted that orphaned learners exhibit negative conduct behaviours and negative social interaction patterns with their LO teachers and members of the school management team. The study also revealed that emotional problems and lack of material support are common phenomena amongst these learners. The study arrived at the recommendation that a psycho-educational programme to address the behavioural challenges be developed to enhance the academic performance of the learners. / Psychology of Education / D. Ed. (Psychology of Education)

The changing structures of families and the increase in the number of child headed families are progressively becoming noticeable both nationally and internationally. Reviewed literature has confirmed that the increasing trend in orphan status among school going age over the period 2002-2009, is of major concern. A growing body of literature also indicates that child headed families and orphan hood are becoming common phenomena in many African countries in general and South Africa in particular. This scenario presents certain challenges especially on the orphaned children‘s learning and schooling experiences as well as their behavioural and social interaction patterns. The phenomenon calls for greater educational support for such learners at school and home. Increasingly, teachers and schools world over are expected to respond to the changing educational environment and contextual realities of schooling that include the orphaned learners who head households. The aim of this thesis was to address the behavioural challenges that orphaned learners who head household experience and to develop a psycho-educational programme to support their learning. A qualitative instrumental case study research design was used with a study sample of 30 orphaned learners living in child headed household aged 10 to 16 years, ten Life Orientation Teachers, four members of School Management Team, eight members of School Based Support Team (SBST) and four Social Workers who were purposively sampled to participate in the study. The study was conducted in 15 classes located at four schools (3 secondary, 1 primary) in Taledi Area, Mamusa Circuit located in Ipelegeng Township of Schweizer Reneke town under Dr R.S. Ruth Momphati District-North West Province, South Africa. In order to answer the research question, data was collected using a variety of data collection techniques. These were semi structured interviews, observations and documentary analysis. Data obtained was analysed using the interpretational analysis method to determine the common themes and sub themes describing the behavioural challenges that the orphaned learners experience during schooling in the playgrounds and in the classroom. Data analysed revealed that although orphaned learners are socially strong with regard to interaction with their peers, they experience learning difficulties in the classroom leading to underperformance and grade repeating. The study also noted that orphaned learners exhibit negative conduct behaviours and negative social interaction patterns with their LO teachers and members of the school management team. The study also revealed that emotional problems and lack of material support are common phenomena amongst these learners. The study arrived at the recommendation that a psycho-educational programme to address the behavioural challenges be developed to enhance the academic performance of the learners. / Psychology of Education / D. Ed. (Psychology of Education)