Radiation Therapists’ and Diagnostic Radiographers’ participation in continuing professional development and knowledge of Regulatory Body Registration

Walsh, Ríona; Craig, Agnella

doi:10.1017/s1460396916000054

Cited by 8 publications

(10 citation statements)

References 14 publications

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“…What matters is that such development is characterized as a growing process of awareness and mastery of know-how at work. This is evidenced in different researches that point to reflective practice as an important element for professional development processes [26,27]. Therefore, in addition to promoting training and development events for specific activities, leaders should encourage a critical and reflective vision in their respective work teams with a deliberately planned direction.…”

Section: Resultsmentioning

confidence: 99%

“…In this broader view of the professional development process, it stems from formal or informal learning actions [18], being directly related to career progression [11]. Thus, the concept of professional development encompasses a variety of practices, such as: activities in scientific societies [19]; training processes, including acting as supervisor, coach, or leader (mentoring and monitoring of actions to students, subordinates, or new professionals) [20]; training and strategies for systematized and informal learning for skills development [16,21,22]; in-service training [5,23]; participation in communities of practice [24,25]; participation in processes of continuous professional development [5,26]; peer collaboration mediated by technological resources [27,28]; mentoring programs [29]; and specific leadership development programs [10,30].…”

Section: Professional Developmentmentioning

confidence: 99%

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The Role of Leadership in the Professional Development of Subordinates

Mourão¹

2018

Leadership

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Professional development is relevant for the workers themselves, for the organizations, and, in a more macro view, also for the countries. In this sense, this chapter aims to discuss the influence of leadership in the professional development of subordinates, pointing out the importance of leadership performance. To achieve this goal, research results are presented on the relationship between leadership and professional development of subordinates. Research in the field shows that professional development is directly related to the day-to-day activities of workers and should be part of a broader process of continuous learning, which results both from formal and informal learning actions. The debate proposed for this chapter considers that professional development is more directly related to the combination of cognitive, affective, and behavioral processes that involve learning than the specific results of certain formal or informal learning actions. Thus, we discuss how the relations established with the leadership in the work environment can influence the professional development of the subordinates besides the type of learning provided to the workers. This discussion can shift the focus of research-currently centered on learning modes-to a focus on leadership practices for skills development and the consequent career progression of subordinates.

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Section: Resultsmentioning

confidence: 99%

Section: Professional Developmentmentioning

confidence: 99%

The Role of Leadership in the Professional Development of Subordinates

Mourão¹

2018

Leadership

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“…CPD outcomes for radiographers and radiation therapists; including the motivational instigators and barriers linked with radiography CPD courses (Grehan et al, 2018), relevant aspects of CPD for radiographers (Marshall et al, 2008) and rationale affecting the radiographers and radiation therapists' participation in CPD courses (Walsh and Craig, 2016). While previous studies explored barriers affecting CPD courses, including IV cannulation (De Boo et al, 2020), the novelty of this study is that it investigates the association between an anatomy teaching and learning CPD course and the cannulation skills of the course participants.…”

Section: Research Studies Have Investigated Variousmentioning

confidence: 99%

Impact of a multimodal anatomy CPD course on intravenous cannulation skills – An Irish radiographers and radiation therapists’ perspective

Lone¹,

Sheikh²,

Factor³

et al. 2022

EJA

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Radiographers and radiation therapists continually upgrade their knowledge to remain informed and competent in modern radiological imaging techniques. Despite the generally agreed upon significance of anatomy for successful interpretation of imaging modalities, its link with clinical performance of radiographers and radiation therapists has not been highlighted before. The above-stated gap in the literature was addressed by employing an anatomy-based CPD course and investigating its influence on intravenous cannulation and administration skills of 10 radiographers and 4 radiation therapists. The course comprised interactive anatomy tutorials (employing vascular histology e-modules and vascular prosections), lectures and simulation sessions to practice IV cannulation. Likert questionnaires were employed to gauge attitudes and interests, prior to and after the course. At the end of the course, participants perceived anatomy prosections/dissection more useful compared to other learning modalities, including social media, textbooks, e-learning, plastic models and lectures. This corresponded with a significant increase in their perceived level of anatomy knowledge and confidence in identifying structures on prosections, and tracing vessels on radiographs and body surface. Anatomy-based CPD course was valued with regards to their career progression and enhancement of anatomical knowledge. Furthermore, the use of prosections and hands-on practical sessions was highly commended and a desire to attend similar future courses was expressed. Lastly, participants identified factors facilitating or hindering course attendance and offered advice to improve efficacy of future courses. We conclude that an interactive anatomy-based CPD—employing multimodal pedagogies—can be effective in enhancing anatomy knowledge and clinical competence of radiographers and radiation therapists.

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“…The second group of papers reported that continuing professional development (CPD) was generally appreciated and valued [44][45][46][47]. CPD is now increasingly widespread and mandatory in the health and care professions [48].…”

Section: Education and Trainingmentioning

confidence: 99%

Recent research into healthcare professions regulation: a rapid evidence assessment

Browne

Bullock

Poletti

et al. 2021

BMC Health Serv Res

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Background and aims Over the last decade, regulators have taken significant steps towards tackling perceptions that regulatory systems are burdensome. There has been much international research activity in the regulation of health and care professionals. This article reports a review of studies on health professions regulation between January 2011 and March 2020. Its chief object was to provide robust and up-to-date evidence to assist regulators in policy development and implementation. The main objectives of this study were to: Identify and retrieve research in the field of health and care professions regulation in English since 2011; Evaluate the published research, exploring its utility to regulators and practitioners, and drawing out any key messages; Draw conclusions concerning the scope and limitations of the research literature and identify areas for further research. Methods We undertook a rapid evidence assessment (REA) of the international literature on health and care professions regulation, including reviewing ten UK regulators’ websites to identify issues of concern and strategic priorities. We retrieved 3833 references, using a four-stage screening process to select the 81 most relevant. Results Results are reported within six key themes: harm prevention and patient safety; fitness to practise; quality assurance of education and training; registration including maintenance of registers; guidelines and standards and relations with regulatory bodies. Conclusions Regulation of professionals in health and care is comparatively undeveloped as a field of academic study. Consequently, the published evidence is diffuse and small-scale. Most work presents relatively weak data of low relevance to regulators, mainly reporting or describing the current position. Few studies are able to show the impact of regulation or demonstrate a causal link between regulation and its effects. To inform their research and policy agendas health and social care regulators need to commission, interpret and apply the scholarly literature more effectively; academics need to engage with regulators to ensure that their research provides high-quality evidence with practical relevance to the regulators’ agendas. Further study is needed to explore how effective academic collaborations between regulators and researchers may be created and sustained.

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Radiation Therapists’ and Diagnostic Radiographers’ participation in continuing professional development and knowledge of Regulatory Body Registration

Cited by 8 publications

References 14 publications

The Role of Leadership in the Professional Development of Subordinates

The Role of Leadership in the Professional Development of Subordinates

Impact of a multimodal anatomy CPD course on intravenous cannulation skills – An Irish radiographers and radiation therapists’ perspective

Recent research into healthcare professions regulation: a rapid evidence assessment

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