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The aim of this investigation was to monitor attitudinal changes of staff and students participating in undergraduate professional programmes to the implementation of shared learning over a four-year period. The programmes being studied were the BSc. Occupational Therapy, BSc. Diagnostic Radiography and BSc. Therapeutic Radiography Honours degrees. Each validated programme contained some syllabus areas that were taught together i.e. were shared across the professions. Initially, after a review of the existing literature on this issue, a questionnaire was designed as a research tool to enable both qualitative and quantitative data to be collected and analysed. The quantitative sections of the questionnaire were checked for reliability throughout the four years and achieved positive Cronbach Alpha results ranging from .7083 to .8984 in the four main concepts under investigation, namely the Pitfalls, Benefits, Curriculum Aspects and Social Aspects of the shared programmes. Over the four year period a total of 418 student questionnaires were collected and analysed. In addition to the quantitative data collected, qualitative data were also collected from the questionnaire from extracts of the minutes of Course Committee and Examination Board meetings and from videos of tutorials and seminars. All of these were analysed. The results showed fluctuations in the attitudes of both staff and students to shared learning over the four year period, but all those who participated showed a net favourable change in attitude by the end of the research investigation.

Published Article / Members of society are fast becoming aware of their rights and many practitioners are at risk of losing their licence to practise due to unethical practices. The growing human rights violations commonly seen in vulnerable groups also pose challenges to healthcare workers, such as diagnostic radiographers, who often find themselves in situations where they have to disobey the laws to uphold ethical standards. This paper is a presentation of how ethics, human rights and medical law has been integrated into the undergraduate diagnostic radiography curriculum, and can be applied to other healthcare professions. To alleviate resistance to human rights teachings, I recommend the use of real life examples that are less sensitive 'politically' but true in order to gain the attention and cooperation of the diverse culture of the students.

An increase in the range and capability of imaging modalities has resulted in greater demands for radiology services. This research investigates how these changes have affected role requirements and role extensions of radiographers and the consequent implications for the educational needs of radiographers. Semi-structured interviews and three successive surveys of NHS radiography managers showed that the adoption and diffusion of extended roles in radiography had increased significantly over a ten year period. Role changes included additions both to the procedures carried out by radiographers, and to the reporting of procedures, e.g. film reporting, once the domain of radiologists, is now undertaken by radiographers in many trusts. Imaging managers’ views on the factors that encouraged or deterred the introduction of extended roles were explored. While many radiographers were keen to adopt new roles, implementation was unlikely without radiological support. Respondents believed the proposed ‘four-tier structure’ would help overcome staffing difficulties, while providing an improved career framework to advance the professional status of radiographers. A key theme was the need for greater clinical knowledge to facilitate transition to advanced practice. Three studies investigated radiography education. The first used a survey to investigate the preparedness for practice of three cohorts of newly qualified radiographers. Graduates recognised the importance of continuing professional development with extended role skills identified as a priority. The second study examined the relationship between contemporary practice and UK undergraduate radiography curricula. Most programmes had responded positively to developing technology. The third study used a survey to investigate the training for extended roles provided by employers. While most provided some training, much was unaccredited, and there was considerable variation in the duration of training for similar roles. The research has documented developments taking place at a time of enormous technological innovation. It provides key data on the changing practice of radiography that will be useful to all stakeholders planning improvements to radiography services. The data lead to a re-definition of practice and recommendations for supporting education and training.

No / This paper will outline the status and basic principles of artificial intelligence (AI) in radiography along with some thoughts and suggestions on what the future might hold. While the authors are not always able to separate the current status from future developments in this field, given the speed of innovation in AI, every effort has been made to give a view to the present with projections to the future. AI is increasingly being integrated within radiography and radiographers will increasingly be working with AI based tools in the future. As new AI tools are developed it is essential that robust validation is undertaken in unseen data, supported by more prospective interdisciplinary research. A framework of stronger, more comprehensive approvals are recommended and the involvement of service users, including practitioners, patients and their carers in the design and implementation of AI tools is essential. Clearer accountability and medicolegal frameworks are required in cases of erroneous results from the use of AI-powered software and hardware. Clearer career pathways and role extension provision for healthcare practitioners, including radiographers, are required along with education in this field where AI will be central. With the current growth rate of AI tools it is expected that many of the applications in medical imaging will continue to develop to more accurate, less expensive and more readily available versions moving from the bench to the bedside. The hope is that, alongside efficiency and increased patient throughput, patient centred care and precision medicine will find their way in, so we will not only deliver a faster, safer, seamless clinical service but also one that will have the patients at its heart. AI is already reaching clinical practice in many forms and its presence will continue to increase over the short and long-term future. Radiographers must learn to work with AI, embracing it and maximising the positive outcomes from this new technology.

Background: Evolving technology, practice boundaries, and models of service provision have changed what the diagnostic radiography workforce in Computed Tomography (CT) need to know and be able to do at different career stages. It is unknown whether existing UK educational and practice frameworks support CT roles, or how organisational role descriptors constitute CT competence. Aims: The study explores multiple stakeholder perspectives of competent practice in diagnostic radiography and CT using this information to generate and gain consensus on novel modality-specific skills for the four-tier radiography structure. Methods: Study 1: Document analysis of published UK educational and practice frameworks using content and framework analysis. Study 2: Document analysis of UK CT role descriptors using a context analytical approach. Study 3: Modified e-Delphi study to gain consensus on novel technical and clinical CT practice competencies. Results: Existing radiography competencies were classified into 3 themes: delivering person-centred care; applying technical principles, quality and efficiency; and ensuring best practice. Generic competencies endorsed by professional and regulatory bodies were not consistently replicated within organisational role descriptors. CT practice expectations are ambiguous and modified from radiographic competencies. Modified e-Delphi panellists provided judgement on 215 practice competencies and advanced capabilities which have been refined and organised into a coherent framework. Conclusions: The ComPACT framework formalises the tacit technical knowledge, clinical competencies and professional capabilities that specifically address the practice area of CT. Further work is required to validate the framework and define educational standards, but there is potential to influence future graduates, workforce development and national standards.

No / Introduction There is growing awareness of the importance of patient centered care (PCC) in health care. Within Radiography in the UK, elements of PCC are embedded within professional body publications and guidance documents. However, there is limited research evidence exploring whether perceptions of PCC are equivalent between those delivering (radiographers) and those experiencing (patient) care. This study aimed to address this gap by determining compatibility in perceptions of PCC between those using and those delivering radiography services. This is the first step in developing measurable indicators of PCC in diagnostic radiography. Methods A multi-method two stage approach was undertaken using survey and interview data collection techniques. Ethical approval was granted by University of Derby College of Health & Social Care Ethics committee. This paper reports Stage 1 of the study, the online, cross sectional survey. Participants were asked to indicate their level of agreement to a series of attitudinal statements using a 5-point Likert scale. Statements were paired, but not co-located to increase validity. Participants were invited to provide free text comments to supplement their responses. Stage 2 of the project is reported separately. Results Survey responses were received from all 3 participant subgroups. A minimum response rate of 30 participants per sub-group was set as a target. Response rates varied across subgroups, with only radiography managers failing to meet the expected response threshold. Wide disparity between perceptions of service users and those delivering radiography services on what constitutes high quality PCC was evident. Conclusion It is evident that there is still work required to ensure parity between expectations of service users and deliverers on what constitutes high quality PCC. Implications for practice Further work is required to identify measurable service delivery outcomes that represent PCC within radiographic practice.

No / Introduction There is growing awareness of the importance of patient centred care (PCC) in health care. Within Radiography in the UK, elements of PCC are embedded within professional body publications and guidance documents, but there is limited research evidence exploring whether perceptions of PCC are equivalent between those delivering (radiographers) and those experiencing (patient) care. This study aimed to address this gap by determining compatibility in perceptions of PCC between those using and those delivering radiography services in order to develop measurable indicators of PCC. Methods This project was funded by the College of Radiographers Industry Partnership Scheme. Ethical approval was granted by the University of Derby College of Health & Social Care Ethics committee. This paper reports Stage 2 of the project, which was a series of focus groups and telephone interviews to enable deeper discussion and exploration of PCC. Situational vignettes were used to promote discussion and debate and encourage suggestions for PCC approaches. Audit tools to assess engagement with PCC were developed at individual and organisational level. Results Four focus groups and six telephone interviews were carried out in total. Focus groups were held in a variety of locations to promote attendance. Telephone interviews were used to capture participants who could not attend a focus group in person. Disparity between perceptions of service users and those delivering radiography services on what constitutes high quality PCC was evident. Perceived levels of care and the effectiveness of communication appeared to be the key influences on whether PCC was delivered. Conclusion It is evident from the results of Stage 1 and Stage 2 that we have some way to go before we have parity in how care within diagnostic radiography is perceived, experienced and delivered. Audit tools and an educational toolkit are offered as ways to support increased PCC within diagnostic radiography practice. Implications for practice Several service improvements and audit tools are offered to support the increased delivery of PCC.

No / Awareness is growing of the importance of patient centered care (PCC) in diagnostic radiography. PCC is embedded within professional body publications and guidance documents, but there is limited research evidence exploring the perceptions of student radiographers and radiography academics. Methods: This paper reports Stage 1 and Stage 2 of the project from the perspective of radiography academic and student radiographer participants, and compares these to the perspectives of service users, clinical radiographers and radiography managers reported previously. Stage 1 used an online survey tool to gauge participant agreement with a series of attitudinal statements. Stage 2 used situational vignettes to promote discussion and debate about PCC approaches. Results: Response rates to the Stage 1 survey were above the minimum threshold, with 50 responses from student radiographers and 38 responses from radiography academics. Stage 1 participants were asked to participate in Stage 2 on a voluntary basis. As with service users and service deliverers, care communication, event interactions and control over environment were the key influences on PCC. However, students highlighted differences between reported and observed levels of PCC. Conclusion: There is some way to go to embed PCC in diagnostic radiography practice. As impartial observers of radiography practice, student radiographers highlight the difference between service users and service deliverer's perceptions of PCC. Whilst the focus of clinical radiographers remains on efficiency, it is difficult for student radiographers to challenge the accepted norm. Role models are required to promote PCC behaviours and a holistic approach in radiography practice. Implications for practice: A package of educational support and audit tools will be made available to support both service deliverers and student radiographers to deliver PCC

Bakgrund: I Sverige har alla personer rätt till lika vård. För att kunna utföra sitt arbete krävs en god kommunikation mellan röntgensjuksköterskan och patienten. Kommunikation innefattar verbala- och icke verbala uttryck, som är ytterst essentiellt för arbete inom vården. Genom omdöme, kunskap och noggrannhet måste röntgensjuksköterskan kunna ge adekvat information som berör undersökningen eller behandlingen. Informationen bör anpassas utefter patientens förmåga och vitala tillstånd att tillgodose sig denna. Syfte: Syftet var att sammanfatta faktorer som kan påverka kommunikationen mellan röntgensjuksköterskan och patienten. Metod: Denna studie genomfördes som en allmän litteraturstudie där databaserna PubMed och Cinahl användes. Totalt inkluderades och analyserades 10 artiklar i studien.  Resultat: Studiens resultat sammanfattades i 7 olika faktorer; professionalism, språk, information, hög arbetsbelastning, tid, sjukdom och ångest/rädsla. Alla faktorer kunde förbättra kommunikationen, men också försvåra den. Slutsats: Mer kunskap och medvetande om kommunikation hos röntgensjuksköterskan behövs, samt ett samarbete med kollegor för uppmuntran till kommunikation som är individanpassad. Att sammanfatta dessa faktorer kan hjälpa röntgensjuksköterskan i dennes arbete med kommunikationen till patienten i olika situationer. / Background:In Sweden, all persons are entitled to equal health care. In order for the radiographer to carry out their work, good communication between the radiographer and the patient is required. Communication with both verbal expressions and also body language which is necessary when working in health care. Through judgment, knowledge and accuracy, the radiographer must be able to provide adequate information regarding the examination or treatment.The information should be adapted according to the patient's ability and vital condition to accommodate this. Purpose: The purpose of the thesis was to summarize factors that may affect communication between the radiographer and the patient.Method: In order to achieve this, it was decided to make a qualitative, general literature study using the PubMed and Cinahl databases. A total of 10 articles were selected for the thesis. Results: The results were summarized in 7 different factors; professionalism, language, information, high workload, time, illness and anxiety/fear. All factors could improve communication, but some parts could also make it difficult. Conclusion: More knowledge and awareness of communication skills is necessary for the radiographer, as well as collaboration with colleagues to encouraging individualized communication. Summarizing these factors can help us as radiographer in our work on communicating to the patient in different situations.