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The recent study by Arnetz et al. (2015) concluded that hospital employees underreported incidents of workplace violence mainly because non-victims (witnesses) tended to report incidents far less often than victims. However, this conclusion is not well supported by the data in their study because of unclear definitions of violence, insufficient separation of the participants into the two groups of victims of violence and witnesses of violence, and plausible alternative explanations for the findings, as explained below.

The reporting of scores on educational tests is at times misunderstood, misinterpreted, and potentially confusing to examinees and other stakeholders who may need to interpret test scores. In reporting test results to examinees, there is a need for clarity in the message communicated. As pressure rises for students to demonstrate performance at a certain level, the communication of scores to the public needs to be examined. Although public school student testing often is placed in the spotlight, this study examines score reporting in teacher certification, which may not have the same complexities of student test score reporting, but does have the equally critical need to effectively communicate scoring information. The purpose of this study was to create multiple teacher certification examinee score reports based on findings in the literature on educational test score reporting, as well as marketing and design principles, and to conduct interviews and focus groups to gather feedback on the comprehension and preferences in interpreting the designed score reports and results. Different approaches for reporting test scores were used to design the score reporting materials for a hypothetical teacher certification testing examinee who had not passed. Educators and educational testing professionals were convened and interviewed to review the score reports and offer feedback, suggestions and discussion. The findings are covered in great detail. Using the findings, a final model score report was designed, which was then reviewed with doctoral students in educational measurement. Through this process, some clear patterns and differences arose. Overall, there was a desire on the educator and doctoral student end to provide as much information as possible, where supported by sound measurement principles. The reporting of raw performance information, as well as accommodating comprehension styles by providing performance information in contextual, statistical and visual ways were requested. Upon addressing these requests, two areas that may not have full clarity and direction remained: The process of converting raw score performance to a scaled score (participants wanted more information on this process), and information provided that could address candidate weak areas, directing examinees to materials that could improve their studies, understanding, and examination performance.

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No description available.

No description available.

Newspapers importantly shape our constructed realities. Based on this assumption, I analysed if and how (Syrian) refugees were represented on 1180 front pages of European newspapers in the period June – October 2015. There were significant differences among the various newspapers in their selection of articles, their pictures and their perspectives. I explained these differences by looking in which country a newspaper was published and whether it was a sensationalist or serious newspapers. Most attention was paid, however, on visual themes that were common to all of them. My research was informed by Grounded Theory and I used other theories from media and communication studies and Communication for Development (ComDev) for the analysis. I related my findings about the reporting on refugees to previous discussions on NGO reporting. I argued that, even though both NGOs and newspapers report about similar issues, there has been a surprising lack of reflection on representations in newspapers. Furthermore, the discussions that emerged in the ComDev-discourse did not seem to have affected newspapers much. Given that newspapers potentially influence many more people, I sought to connect ComDev-discussions to traditional media, which might be a starting point for a more ethic journalism.

No / Immediate reporting, commonly referred to as a ‘hot reporting’, has been advocated as a method of effectively supporting clinical decision making. However, its implementation nationally has been limited with poor understanding of its value in practice. A cross sectional attitudinal survey was distributed to emergency department clinicians (medical and nursing staff) and radiographers to explore perceptions of an immediate reporting service in terms of its influence on professional role and autonomy, patient care and service quality. A total of 87 (n = 87/155; 56.1%) completed questionnaires were returned. The findings suggest that significant support for immediate reporting exists. Immediate reporting is believed to improve service quality, reduce clinical errors and provide opportunity for image interpretation skills development. However, responses were not consistent across clinical professions and staff grades. The immediate reporting of emergency department images is perceived to benefit patient, emergency department clinicians and hospital organisation.

No / Advanced practice roles are emerging in all disciplines at a rapid pace and reporting radiographers are ideally placed to work at such level. Advanced practitioners should demonstrate expert practice and show progression into three other areas of higher level practice. Most existing literature has focussed on the image interpretation aspect of the role, however there is little evidence that plain film reporting radiographers are undertaking activities beyond image interpretation and fulfilling the role of advanced practitioner. Letters were posted to every acute NHS trust in the UK, inviting reporting radiographers to complete an online survey. Both quantitative and qualitative information was sought regarding demographics and roles supplementary to reporting. A total of 205 responses were analysed; 83.3% of reporting radiographers describe themselves as advanced practitioner, however significantly less are showing progression into the four core functions of higher level practice. A total of 97.0% undertake expert practice, 54.7% have a leadership role, 19.8% provide expert lectures and 71.1% have roles encompassing service development or research, though most of these fall into the service development category. 34.5% felt that they were aware of the differences between extended and advanced practice though much less (9.3%) could correctly articulate the difference. Few individuals are aware of the difference between extended and advanced practice. Though the majority of plain film reporting radiographers identify themselves as advanced practitioners, significantly less evidence all four core functions of higher level practice. The number of individuals undertaking research and providing expert-level education is low.