Recruitment and retention of diagnostic radiography academics ...

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5. Conclusions 366. Recommendations 38References 39AppendicesAppendix I Letter of invitation 41Appendix II Participant information sheet – Discipline leads 43Appendix III Interview schedule 45Appendix IV Consent for disciplined leads 47Appendix V Letter of invitation (Online) 48Appendix VI Participant information sheet – Academic Staff 49Appendix VII Online interview schedule 51Appendix VIII Online consent for disciplined leads 533
Executive SummaryRecruitment and retention of diagnostic radiography academics acrossSouth West EnglandIntroduction and overviewThe past 20 years has seen significant change to the role of the diagnosticradiographer demanding the need for a skilled education workforce able toprepare the new generation practitioners to respond to the ongoing programmeof radical reform within the UK National Health Service (NHS). In spite of theirimportance within the interprofessional team, there has been an ongoingincrease in the vacancy rate in practice and this has had an impact on their abilityto secure time for their continuing professional development (CPD) and progressin their career. Indeed there have been difficulties across all the non-medicalhealthcare professionals in recruiting practitioners into education. Additionally,once they enter a career in education, they become dissatisfied as they perceivethat the skills of research are valued more than the skills of teaching in theadvancement of their career. This study follows from an initial scoping exerciseundertaken April – June 2008, to identify academic staff capacity to meet thefuture needs of the NHS workforce across SW England (Rosser & Albarran2008). The present study seeks to explore in more depth issues relating to therecruitment and retention of diagnostic radiography (DR) academic staff. Themain research question driving the study is as follows:What are the factors affecting recruitment and retention of DiagnosticRadiography (DR) academics in SW England?Additional sub questions were explored:• What are the current processes and challenges to the recruitment of DRinto a career in education?• What are the qualifications/skills required of DR practitioners seeking acareer in education?• What are the perceived challenges to the retention of DR academics?MethodThis study was carried out between July–September 2008. We used a mixedmethods approach to data collection. We gathered a range of data including aself-administered questionnaire of biographical data relating to academic staff inthe two higher education institutions (HEIs) delivering the pre-qualifyingprogramme preparing diagnostic radiographers for their profession. This wascollected by post from the two Heads of Department (HoD) for DR. Weconducted semi-structured face to face/telephone interviews with both HoD forDR. Additionally, two DR academic staff were nominated by their HoD in each ofthe two HEIs and they completed an e-mail semi-structured interview. A fifthvolunteer was nominated by the HoD (Midwifery) of another HEI from Phase 1 of4
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Page 9 and 10: practitioners could remain in pract
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Recruitment and retention of diagnostic radiography academics ...

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