External influences on curriculum design in radiography degrees

Payne, Kath; Nixon, S.

doi:10.1053/radi.2001.0340

Cited by 12 publications

(3 citation statements)

References 5 publications

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“…For example requirements of this profession are demands on evidence-based knowledge, a scientific approach, technology and multicultural knowledge (2). The radiographer profession is regulated by law in many European countries so that certain national qualifications can be maintained (19). Payne and Nixon (19) identified legislation and nine competences that are crucial for radiographers to master, for example safety, communication, and professional knowledge in the context of care, science and technology (a.a).…”

Section: Steering Policy Documentsmentioning

confidence: 99%

Swedish Bachelor of Science in Diagnostic Radiology Nursing. A Curriculum Study

Lundgren¹,

Furåker²

2014

Nordic Journal of Nursing Research

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Section: Steering Policy Documentsmentioning

confidence: 99%

Swedish Bachelor of Science in Diagnostic Radiology Nursing. A Curriculum Study

Lundgren¹,

Furåker²

2014

Nordic Journal of Nursing Research

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“…However, searches in our first-choice databases such as Cinahl and Medline illustrated that evidence-based radiography is not yet a universally established term used as key words and headings in the literature. Searching in Cinahl for "radiography" (profession) and "evidencebased practice" gave few hits [14][15][16][17][18][19][20] , but there were no hits in Medline.…”

Section: User Experience Expertice and Participationmentioning

confidence: 99%

Evidence-based radiography

et al. 2008

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Evidence-based practice (EBP) offers the integration of the best research evidence with clinical knowledge and expertise and patient values. EBP is a well known term in health care. This paper discusses the implementation of EBP into radiography and introduces the term evidence-based radiography. Evidence-based radiography is radiography informed and based on the combination of clinical expertise and the best available research-based evidence, patient preferences and resources available. In Norway, EBP in radiography is being debated and radiographers are discussing the challenges of implementing EBP in both academic and clinical practice. This discussion paper explains why EBP needs to be a basis for a radiography curriculum and a part of radiographers" practice. We argue that Norwegian radiographers must increase participation in research and developing practice within their specific radiographic domain.

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“…One was temporarily leaving the NHS in order to get further specialist training, while the other was resigned to being at the end of a long queue to get support for such training from her department. Managers were aware that access to opportunities for continuing training could be important in staff recruitment and retention (Payne & Nixon 2001). However, 'sometimes promises were easier to make than to keep, given the limited openings for some training and because training could sometimes be cut back owing to pressure of work' .…”

Section: Contextual Influences On Learning: Allocation and Structurinmentioning

confidence: 99%

Professionals under pressure: contextual influences on learning and development of radiographers in England

Brown

2004

Learn Health Soc Care

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The role of radiographers has changed significantly in the last 20 years, as the demand for radiography services has increased markedly and the work of radiographers has become more complex. This article is framed within a narrative, drawn from previous work, of how radiography has become a ‘profession under pressure’ and a contemporary analysis of how the context in which radiographers are working influences their opportunities for learning. Examples of the interaction between learning and contextual factors are drawn primarily from discussions that took place during two focus groups with radiographers. The analysis, using a framework developed by Eraut et al. (2004), indicates that contextual factors, such as the allocation and structuring of work, relationships at work, and participation and expectations at work, are significantly influencing possibilities for learning in the workplace. This suggests that current proposals to change the way in which radiographers’ work is structured may enhance their opportunities for learning. Similarly, changing patterns of relationships at work, based around skill mix proposals and changing career structures, could also increase radiographers’ opportunities for learning, both from other radiographers and from the other healthcare staff with whom they inter‐relate. Expectations about training and development from staff and their supervisors, often enshrined in departmental or institutional policies, can also be seen as influencing both the possibilities for learning and attitudes towards continuing learning. The article concludes by emphasizing that critical learning factors, such as the provision of appropriate mechanisms for feedback and support, need to be addressed if the possibilities for enhanced learning afforded by contextual changes are to be realized in practice.

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External influences on curriculum design in radiography degrees

Cited by 12 publications

References 5 publications

Swedish Bachelor of Science in Diagnostic Radiology Nursing. A Curriculum Study

Swedish Bachelor of Science in Diagnostic Radiology Nursing. A Curriculum Study

Evidence-based radiography

Professionals under pressure: contextual influences on learning and development of radiographers in England

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