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INTRODUCTION: Advanced practice is well established in the health professions with multiprofessional capabilities in place in England. To recognise achievement of these capabilities an ePortfolio (supported) route was initiated in 2022. This study aimed to review the demographics and experiences of radiographers applying for recognition in the first year of operation. METHODS: The multi method evaluation consisted of quantitative data analysis of information regarding the first three cohorts of radiographers (n = 40) participating in the NHS England (NHSE) scheme. Interviews with 12 participants was undertaken with thematic analysis of the transcripts. RESULTS: Self-rated scores of expertise were significantly higher by therapeutic radiographers (n = 8) compared to their 32 diagnostic colleagues (t = 5.556; p < 0.01). Radiographers saw the ePortfolio as an opportunity to validate their experience and to evidence parity with other professions. Participants felt the process also enabled critical reflection and gave unseen insight into themselves and their roles. The support of experienced educational supervisors was felt to be vital in this process and for successful completion of portfolio. CONCLUSIONS: Several radiographers have now achieved the necessary standards to achieve NHSE recognition. The evaluation exposed that most radiographers did not have the relevant evidence to hand and the ongoing collection of evidence around capabilities and impact is critical to evidencing advanced practice capabilities. IMPLICATIONS FOR PRACTICE: Radiographers are able to achieve the capabilities expected for multiprofessional practice. Cultural change is required to normalise recording of evidence within practice including case-based discussions, clinical supervision and feedback from colleagues and patients. The support of an experienced educational supervisor aided the critical reflection on practice level.
RESUMO
INTRODUCTION: Increasing research productivity of clinicians can deliver benefits for healthcare organisations and those who work in them, but a notably larger proportion of ultrasound practitioners are interested in undertaking research than are actively engaged in it. This study aimed to understand this gap by investigating the facilitators and barriers to conducting research in professionals from multiple disciplines whose work is focused on clinical ultrasound. METHODS: Current and prospective researchers from any discipline interested in or undertaking research into the practice and delivery of clinical ultrasound were recruited between March and June 2023. Participants completed semi-structured qualitative interviews with a researcher via video platform. Data were analysed using reflexive thematic analysis. RESULTS: Twelve participants (8 women, 4 men) from a range of disciplines participated. Five themes were identified, which were: 1) research is a challenging path, 2) interpersonal networks fuel research, 3) research requires resources, 4) data collection challenges and 5) scientific curiosity. These suggested that 1) participants experienced research as a challenging career path; 2) formal and informal networks provided important knowledge and opportunities; 3) research was a resource-intensive activity, requiring time and funding, and other professional/clinical commitments often took priority; 4) data collection and applying for ethical approval were barriers requiring specialist knowledge to overcome; and 5) personal scientific curiosity and desire for achievement were key drivers motivating participants to continue in research. CONCLUSIONS: Motivation for engaging in ultrasound research activity was mainly internal. Additional barriers and facilitators were external, including time, information and interpersonal networks. IMPLICATIONS FOR PRACTICE: Organisations can increase the likelihood of research activity by ultrasound practitioners by providing allocated research time and social support networks. It may be particularly fruitful to focus on helping prospective researchers bridge the gap between 'novice' and 'beginner' phases.