ISRRT_COVID-19_book

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esearch has been undertaken to understand the impact stress is having on our highly pressurised workforce compared to Nursing 2 . Considering that radiographers are responsible for the delivery of patient care and ensuring patient safety, increased stress, and pressure no doubt decreases the ability of radiographers to deliver these essential skills. These pressures do need to be addressed. COVID-19 has quickly taught us how to think how services are delivered, how we can provide the highest standards of care and work and perform at a high level. The pandemic has changed the process as to how we now must manage our throughput, manage expectations from other teams as well as look after our fellow members of staff in a highly pressurised environment on a tight budget. COVID-19 has suddenly caused the radiography profession to reflect and how to look after themselves, maintain a healthy work/life balance and more importantly monitor the impact that high workload can have in terms of radiographer’s mental health. When we consider the increased working hours that are placed on our fellow radiographers this takes us to a level where staff soon feel the effects of physical and mental exhaustion. Symptoms often regarded as shift work disorder. We are already aware of staff complaining of mild to moderate anxiety. Patients will soon perceive us to be less effective and less caring. In terms of Radiographers themselves, anxiety and stress could cause events such as patient registration errors, patients undergoing the wrong type of scan etc. COVID-19 has changed the way we work. The use of mobile Chest x-rays and CT imaging i.e., Pulmonary CT angiograms have become to primary imaging for COVID-19 3 . Additional imaging needs to be provided for secondary conditions to COVID-19 patients which has added to the pressure of non-acute work to our imaging departments. Radiographic practice has changed considerably as radiographers now have to consider social distancing and the constant use of PPE not just within the radiology department but throughout the hospital particularly in theatre and Intensive Treatment Units (ITU). Changes in working patterns – more out of hours staff are required to back fill staff who require more time to don and doff PPE when carrying out mobile radiography. Also, those staff who have been impacted by COVID-19 themselves i.e., shielding or dealing with friends and family contracting COVID-19 caused a detrimental effect on staff numbers and staff wellbeing. It is without doubt that Radiographers have become greatly aware of the importance of infection control and the 219
increased time required in cleaning equipment between patients. To maintain infection control and control the spread of COVID-19; Staff now must work in pairs to provide imaging for COVID patients. Other stressors to radiographers occurred during the beginning of the pandemic was that PPE was not adequate and not widely available. A recent study has shown that only 62.5 percent of Radiographers reported adequate infection control training, and a number of radiographers had significant fear of contracting COVID19 4 . As a clinical academic educator within the university, we have had a great insight in seeing firsthand the effects this has had on clinical departments and their increased workload. Though it was amazing to see students who have qualified during COVID-19 gaining selfresilience in dealing with the stress that COVID-19 has brought. Increased communication and interaction with students have allowed them to be open with the pressure and stress they have had to undertake. This has been an experience we will never forget and will use wisely for future training of radiographers. References 1. Royal College of Radiologists, (2019), Clinical Radiology Workforce Wales 2019 summary report (online). Available at https://www.rcr.ac.uk/sites/default/files/clinical-radiologywales-workforce-census-2019-summary-report.pdf 2. Elliot J, Williamson K (2019); The Radiology Impact of Healthcare Errors during Shiftwork. Radiography, 2020 Aug; 26(3); 258-53. 3. Stogiannos N et al. COVID-19 in the radiology department: What radiographers need to know. Radiography 2020; 26 (3): 254 – 263. 4. Akudjedu TN, Lawal O et al. (2020). Impact of the COVID-19 pandemic on radiography practice: findings from a UK radiography workforce survey. BJR Open (online). Available at https://doi.org/10.1259/bjro.20200023 220
Page 1 and 2:
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
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knowledge in the class. This strate
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clinical education for the medical
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Student experiences An undergraduat
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perspectives and shared best practi
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times. The only downside was that t
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pronounced restrictions and indicat
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Challenges experienced by lecturers
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data, they need to register their m
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The rise of the isolation society a
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Teaching during COVID-19 can be des
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queries and not communicating with
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also caused great concern. This led
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Staying‐home kids, tele‐educati
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and treatment of patients in most c
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9. World Health Organization. COVID
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across Ontario. When the first wave
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due primarily to the resurgence in
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other radiation therapy clinical si
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online or via pre-recorded videos.
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they were given appreciation gift p
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procedures that students could perf
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4. Yepes-Rios M, Dudek N, Duboyce R
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supported to ensure functionality w
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level therapist. The treatment plan
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used VERT for online before, facult
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How my professional role has change
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To add perspective, a 3 rd year stu
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was an intimidating process. This i
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Educator Perspectives on Delivery o
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Engaging Disengaged Learners Engage
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Final Thoughts Necessity is the mot
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Figure 1 Subheading: My first paint
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Figure 2 My interpretation of the h
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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
Page 204 and 205: Embarking on on-line teaching and l
Page 206 and 207: of examinations or procedures as li
Page 208 and 209: tremendously by having electronic c
Page 210 and 211: Challenges that impacted effective
Page 212 and 213: community of peer-to-peer learning
Page 214 and 215: Lessons learnt and personal experie
Page 216 and 217: A member states that the group admi
Page 218 and 219: One international member reports
Page 220 and 221: Radiography Education during the CO
Page 224 and 225: Author Biographies Azizah Mohamed A
Page 226 and 227: during the pandemic. We may have st
Page 228 and 229: John Mark De Vera Bachelor of Scien
Page 230 and 231: now I am based in Ireland teaching
Page 232 and 233: Professor Hesta Friedrich-Nel Maste
Page 234 and 235: Dr Mable Kekana Bachelor’s degree
Page 236 and 237: Kleanthis Konstantinidis Bachelor o
Page 238 and 239: Hafsa Tareq Momoniat Postgraduate C
Page 240 and 241: Leicestershire. I review for Radiog
Page 242 and 243: I have served as a previous preside
Page 244 and 245: Beth L. Weber Masters in Public Hea
Page 246 and 247: and am interested in investigating
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