ISRRT_COVID-19_book

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How my professional role has changed (from a student to a Mohammed Bhana qualified radiographer) in the face of COVID-19 The transition from being a student to a qualified radiographer is a well-documented, difficult process. By utilising techniques such as a preceptorship programme can help the process to flow smoothly at a speed comfortable for each individual. That is, if the situation was the same as the years prior to the COVID-19 pandemic. Although COVID-19 brought about many changes, it also added insurmountable pressure to the national healthcare system (NHS). COVID-19 resulted in newly qualified staff working in an ambiguous and intense environment (more so than it would have been prior to the pandemic) whilst also meeting the demands of the service – despite its many changes - and provide excellent healthcare for all patients. Under normal circumstances, the preceptorship programme maps out a systematic, strategic process which enables the newly qualified radiographer to apply and embed the skills learnt throughout their 3 years in training to become a competent, confident autonomous practitioner. In addition to this, the process to support a newly qualified practitioner is built on the foundation that the new member of staff would be assigned to a designated experienced radiographer – the preceptor. However, during a global pandemic the circumstances became anything but what was once considered ‘normal’, which immediately affected the workflow and workload in NHS Trusts across the UK. This changed suddenly and it would be very difficult to find someone dedicated to mentor the same person, hence working effectively as a team with anyone experienced would enable a newly qualified radiographer to develop and apply their skills. Where once a preceptor would support a newly qualified radiographer, the support network evolved to what it had become as a two-way pattern; the preceptor would support the newly qualified radiographer to develop their skills and the newly qualified radiographer would support the team by working with anyone to help support the workload and carry out tasks in areas they were confident in. What was considered routine examinations had been superseded by an immense number of patients who were either suspected or confirmed COVID-19, this was anything but routine. 151
As the majority of these patients required hospital treatment, most were admitted to the wards, and the patients who had become acutely unwell/deteriorated would need urgent chest imaging. As these patients were too unwell to come down to the department, the inevitable result was an increase in the number of mobile examination requests. Working in an extremely busy NHS Trust in the North West of England, in a profession that is nationally recognised as being short staffed, can affect ones mental and physical health. Coupling that issue with a disease that had manifested itself across the world did not just result in uncertainty regarding its transmission but it also added to the mental and physical stress that had been transmitted to frontline healthcare professionals. Radiographers had to try to cope with the ever-increasing workflow, for example, the number of mobile chest x-ray examinations as it was unsafe for most of these patients to be transported and x-rayed in the department. One solution to tackling this sudden increase in workload was to send more than one radiographer on a confirmed COVID-19 portable chest x-ray procedure, which resulted in a more efficient workflow. For example, one radiographer would perform the examination, whilst the other would be assisting the other healthcare staff to position the patient and then preparing to clean all the equipment in a rigorous manner following advice from infection control procedures. Mobile chest x-ray examinations were usually conducted as a team effort on the ward before COVID-19, however, when imaging COVID-19 patients the need for a team approach was amplified even further as these sorts of patients would be in serious ill-health and several healthcare staff were needed to assist imaging. The addition of one more radiographer was particularly useful when x-raying patients who were prone as this was a non-standard chest x-ray position and it meant the task of positioning the patient and the equipment was shared and essentially more efficient. Before entering the COVID wards, staff from any area of practice would ensure effective infection control protocols were met for the safety of the team, in this case the entire healthcare team. For example, staff would check the person entering had donned the appropriate Personal Protective Equipment (PPE) by making sure gowns and masks were securely fastened and for those who were unable to use the masks, staff would ensure they had been appropriately trained to use the air-powered hood. 152
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Reflections on the COVID-19 pandemi
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Editors Peter Hogg Emeritus Profess
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As ISRRT President and on behalf of
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Lessons learned and personal experi
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Lessons learnt and personal experie
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adiographers start to identify less
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image having been already published
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6. If you have used any personal de
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Impact of COVID-19 pandemic on radi
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additional beds, in addition to dis
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Chest Computed Tomography Chest CT
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with COVID-19 patients means high r
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Researching in a pandemic - a non-s
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Clough, Sanders, 2021 Clinical A no
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Figure 1. Experimental set-up of th
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13. Lewis, S. and F. Mulla, Diagnos
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The main topics of the focus group
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Figure 2: Mind map demonstrating ph
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The mind maps suggested 3 main topi
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Also: “I think they've done a goo
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(PPE) was common. Students noted a
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finding is also consistent with the
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References 1. Kolb D. Experiential
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20. Office of the Independent Adjud
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affected physical meetings, trainin
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The implications The convenience of
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The final implication is the inabil
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5. Verma, A., Verma, S., Garg, P. e
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ased on the practice and reflection
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INSTRUCTIONS: Quality Control Test
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Figure 3: Radiography bachelor’s
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adiologic technologists in our comm
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workers imaging and treating patien
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all the educational institutes, inc
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to continue their academic activiti
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dealing with the intricacies of suc
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Knowing what we know now, how might
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the virus if adequate steps are not
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COVID-19 Pandemic Preparedness: Rol
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imaging examinations or interventio
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Mobilisation of medical imaging per
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Radiographers preparing self-made f
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Reflections: Key learnings during p
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What’s next? A year and a half in
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Patient experience (a radiographer
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My relief and improvement were shor
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Hope Hafsa Tareq Momoniat Reminisci
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environment I was used to working i
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Today was the first time that I was
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Postscript After I agreed to write
Page 104 and 105: knowledge in the class. This strate
Page 106 and 107: clinical education for the medical
Page 108 and 109: Student experiences An undergraduat
Page 110 and 111: perspectives and shared best practi
Page 112 and 113: times. The only downside was that t
Page 114 and 115: pronounced restrictions and indicat
Page 116 and 117: Challenges experienced by lecturers
Page 118 and 119: data, they need to register their m
Page 120 and 121: The rise of the isolation society a
Page 122 and 123: Teaching during COVID-19 can be des
Page 124 and 125: queries and not communicating with
Page 126 and 127: also caused great concern. This led
Page 128 and 129: Staying‐home kids, tele‐educati
Page 130 and 131: and treatment of patients in most c
Page 132 and 133: 9. World Health Organization. COVID
Page 134 and 135: across Ontario. When the first wave
Page 136 and 137: due primarily to the resurgence in
Page 138 and 139: other radiation therapy clinical si
Page 140 and 141: online or via pre-recorded videos.
Page 142 and 143: they were given appreciation gift p
Page 144 and 145: procedures that students could perf
Page 146 and 147: 4. Yepes-Rios M, Dudek N, Duboyce R
Page 148 and 149: supported to ensure functionality w
Page 150 and 151: level therapist. The treatment plan
Page 152 and 153: used VERT for online before, facult
Page 156 and 157: To add perspective, a 3 rd year stu
Page 158 and 159: was an intimidating process. This i
Page 160 and 161: Educator Perspectives on Delivery o
Page 162 and 163: Engaging Disengaged Learners Engage
Page 164 and 165: Final Thoughts Necessity is the mot
Page 166 and 167: Figure 1 Subheading: My first paint
Page 168 and 169: Figure 2 My interpretation of the h
Page 170 and 171: Figure 3. Variety of work taken fro
Page 172 and 173: Figure 5. COVID-19 chest cover of I
Page 174 and 175: adiograph and the virus SARS-CoV-2
Page 176 and 177: 9. Christine A. Price, Women and re
Page 178 and 179: precise) and having a general chitc
Page 180 and 181: athroom to have a shower and wash m
Page 182 and 183: layer and layer of documentation, c
Page 184 and 185: Rationale Historically patients wit
Page 186 and 187: initiative there is current discuss
Page 188 and 189: The enabling factors which led to t
Page 190 and 191: and she agreed I could do it. Next,
Page 192 and 193: Award in 2021 - the highest number
Page 194 and 195: Shifting to online learning and stu
Page 196 and 197: also played a huge part in the educ
Page 198 and 199: session to say ‘good-bye’. This
Page 200 and 201: level playing field among students
Page 202 and 203: exposed as students had to search f
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Embarking on on-line teaching and l
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of examinations or procedures as li
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tremendously by having electronic c
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Challenges that impacted effective
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community of peer-to-peer learning
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Lessons learnt and personal experie
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A member states that the group admi
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One international member reports
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Radiography Education during the CO
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esearch has been undertaken to unde
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Author Biographies Azizah Mohamed A
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during the pandemic. We may have st
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John Mark De Vera Bachelor of Scien
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now I am based in Ireland teaching
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Professor Hesta Friedrich-Nel Maste
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Dr Mable Kekana Bachelor’s degree
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Kleanthis Konstantinidis Bachelor o
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Hafsa Tareq Momoniat Postgraduate C
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Leicestershire. I review for Radiog
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I have served as a previous preside
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Beth L. Weber Masters in Public Hea
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and am interested in investigating
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