Australian University Nursing and Allied Health Students' and Staff Physical Activity Promotion Preparedness and Knowledge: A Pre-Post Study Using an Educational Intervention.

The promotion of physical activity (PA) by health professionals is a key strategy to increase PA levels in the population. In this study, we investigated PA promotion, preparedness, and knowledge among university nursing and allied health students and staff, as well as PA resource usage within curricula, before and after an educational intervention. Students and staff from 13 health disciplines at one Australian university were invited to complete an online survey, and a curriculum audits were conducted before and after PA teaching resources were promoted by academic PA champions (n = 14). A total of 299 students and 43 staff responded to the survey pre-intervention, and 363 and 32 responded to the post-intervention, respectively. PA promotion role perception (≥93%) and confidence to provide general PA advice (≥70%) were high throughout the study. Knowledge of PA guidelines was poor (3−10%). Students of physiotherapy, sport and exercise science, as well as more active students, were more likely to be aware of the PA guidelines (p < 0.05). Over 12 months, PA promotion preparedness and knowledge did not change significantly, nor was there a change in the amount of PA content delivered, despite a significant increase in the use of the teaching resources across a number of disciplines (p = 0.007). Future research should be carried out to investigate the implementation of the resources over time and to develop additional strategies for PA promotion and education scaffolded across curricula.

Collaborative learning in the professional development of medical radiation practitioners.

INTRODUCTION: Medical radiation practitioners (MRPs) participate in continuous professional development (CPD) to update their knowledge, skills, safety standards and patient care. The Medical Radiation Practice Board of Australia (MRPBA) recommends that practitioners participate in a variety of activities and to incorporate the use of collaborative learning tools. The aim of this research was to investigate the value, use and workplace supports for online and face-to-face collaborative learning for CPD. METHODS: A cross-sectional online survey of Australian MRPs was conducted. The questionnaire was distributed via e-blast from the Australian Society of Medical Imaging and Radiation Therapy (ASMIRT) to members. RESULTS: A total of 115 completed questionnaires were received. Seminars, workshops and conferences were the most valued collaborative learning tools, with no significant difference in ranking observed (P > 0.05). The majority of MRPs regularly attend conferences (64%, n = 73) with those working in a metropolitan location more likely to attend. MRPs are supported by their workplace to attend conferences through the provision of paid leave (61%, n = 63), funding (50%, n = 52) and to a lesser extent travel expense (38%, n = 39). More than half (60%, n = 69) of the participants use social media for CPD with Facebook being the most frequently used and most useful online platform. The most common reasons for using social media for CPD were accessibility to information (85%, n = 56), little geographical limitations (77%, n = 51) and ease of use (74%, n = 49). CONCLUSION: Medical radiation practitioners currently utilise both face-to-face and online collaborative learning tools to meet their CPD needs. Face-to-face tools are more frequently utilised and highly valued by MRPs.

Chiropractic students' experiences on the use of virtual radiography simulation: a pilot observational study.

BACKGROUND: Virtual radiography provides students with an opportunity to practise their clinical skills in patient positioning and evaluating radiographic images. The purpose of this pilot study was to introduce Projection VR™, a software radiography simulation program, into a student chiropractic program and evaluate its potential application as a teaching and learning tool. METHODS: Undergraduate chiropractic students, enrolled in a radiographic course (unit within the chiropractic program), were invited to attend a scheduled laboratory where they were introduced to, and undertook purposefully designed activities using the radiography simulation. At the end of this activity, students were asked to complete an online survey (see Virtual Radiography Survey) to describe their experiences of the educational value of the software program. Descriptive statistics were used to evaluate outcomes. Content analysis was performed for free-text comments provided by respondents with key themes provided by the predetermined quantitative categories of the questionnaire. RESULTS: Responses were received from 44 out of the 47 students who attended the scheduled laboratory (response rate 92%). Overall students were positive about this simulation identifying that it was easy to use (95%) and that they could control the equipment as needed (95%). The main reported benefits included students being enabled to repeat tasks until they were satisfied with the results (98%) and being able to quickly assess images and determine if changes needed to be made (98%). Participants reported improvement in their understanding of the effect of exposure factors on patient radiation dose (93%) as well as their technical image evaluation (84%) and problem-solving skills (80%). CONCLUSIONS: The results of this study suggest that virtual radiography is a valuable complementary resource in providing chiropractic students with radiographic knowledge and skills.

Australian radiographers' and radiation therapists' experiences during the COVID-19 pandemic.

INTRODUCTION: Radiographers and radiation therapists are key patient-facing health practitioners supporting the delivery of optimal patient care during the COVID-19 pandemic. The aim of this research was to investigate the impact of COVID-19 on clinical service delivery and well-being of these healthcare professionals in Australia. METHODS: A cross-sectional online survey of Australian radiographers and radiation therapists was conducted in June-July 2020. The survey collected data on demographic characteristics, and the impact of COVID-19 on professional practice, infection control and workplace-related stress. RESULTS: A total of 218 responses were received. Changes in work hours (P < 0.001) and workload (P = 0.022) were experienced due to COVID-19. Diagnostic radiographers reported increased procedural pressure on mobile radiography, computed tomography and general radiography. For radiation therapists, most pressure included areas of simulation and linear accelerator. PPE was in short supply at the start of the pandemic, and at the time of the study, shortages were identified for all PPE items. There was no difference in PPE supply reported by diagnostic radiographers and radiation therapists except for hand sanitiser (P = 0.003). Respondents experienced increased personal stress (61.4%) and anxiety (58.2%) at work due to COVID-19. In addition, their work caused increased stress to their family, partners or friends (57.4%). CONCLUSIONS: COVID-19 has resulted in changes to clinical working patterns and service delivery. PPE shortages, as well as increased workplace-related stress, were identified. Workplaces should seek to mitigate the pandemic impact through the provision of adequate PPE for safe practice as well as implement strategies to support and enhance staff well-being.

Occupational radiation exposure to nursing staff during cardiovascular fluoroscopic procedures: A review of the literature.

Fluoroscopy is a method used to provide real time x-ray imaging of the body during medical procedures to assist with medical diagnosis and treatment. Recent technological advances have seen an increase in the number of fluoroscopic examinations being performed. Nurses are an integral part of the team conducting fluoroscopic investigations and are often located close to the patient resulting in an occupational exposure to radiation. The purpose of this review was to examine recent literature which investigates occupational exposure received by nursing staff during cardiovascular fluoroscopic procedures. Articles published between 2011 and 2017 have been searched and comprehensively reviewed on the referenced medical search engines. Twenty-four relevant studies were identified among which seventeen investigated nursing dose comparative to operator dose. Seven researched the effectiveness of interventions in reducing occupational exposure to nursing staff. While doctors remain at the highest risk of exposure during procedures, evidence suggests that nursing staff may be at risk of exceeding recommended dose limits in some circumstances. There is also evidence of inconsistent use of personal protection such as lead glasses and skull caps by nursing staff to minimize radiation exposure. Conclusions: The review has highlighted a lack of published literature focussing on dose to nurses. There is a need for future research in this area to inform nursing staff of factors which may contribute to high occupational doses and of methods for minimizing the risk of exposure, particularly regarding the importance of utilizing radiation protective equipment.

Information Loss Via Visual Assessment of Radiologic Images Using Modified Version of the Low-Contrast Detailed Phantom at Direct DR System.

INTRODUCTION: Quality in radiology images can be assessed by determining the levels of information retained or lost in an image. Information loss in images has been recently assessed via a method based on information theory and the employment of a contrast-detail (CD) phantom. In this study, the traditional CD phantom (air-Perspex) and a modified CD phantom were used. METHODS: Using the Agfa DX-D 600 digital flat panel system, six phantom radiographs were acquired at 70 kVp and 20 mAs. Three x-ray images were acquired for each phantom. RESULTS: Our results demonstrate that the material within the CD phantom influences total information loss (TIL) and image quality figure (IQF) measurements. The modified CD phantom provides a more realistic account of TIL and IQF for soft tissue radiology imaging. CONCLUSION: It is recommended that a low inherent subject contrast phantom, such as this modified CD phantom, be added to the image quality assessment processes of radiology departments. In addition, use of both IQF and TIL to assess image quality will provide radiology departments with greater evidence on which to base decisions.

Low-Contrast Detail Phantom: Proof of Concept.

PURPOSE: To investigate the concept of filling the air gaps of the conventional contrast detail phantom (CDP) with various concentrations of contrast media, and to develop a variable level of attenuation-level differential phantoms that could be more appropriate for contrast measurements in some radiology cases. METHODS: Images were acquired using the digital radiography system of the traditional CDP (Perspex/air hole phantom) and the novel form of CDP where the air holes were replaced with attenuating material. In this study, two different attenuating materials were introduced, water and a 30% concentration of iodine-based contrast medium. Image quality was assessed using automated processing to calculate the image quality factor (IQF)inv. RESULTS AND DISCUSSION: Phantom studies indicate that lower contrast levels are obtained when CDP holes are filled with water and a 30% concentration of iodine contrast media than those observed for air/Perspex or traditional CDP. As an example, when a 5-mAs beam is used the IQFinv values are 5.32 in the case of air filling the holes; however, when these holes are filled with water under the same conditions, the value of the IQFinv drops to 2.55, and to 2.83 when 30% of contrast media is used. Other concentrations were also tested. These results indicate that it is possible to extend the contrast scale in these phantoms to include ranges that are more realistic for a patient's body than just air and tissue-equivalent material. CONCLUSIONS: These findings indicate that the proposed extension of the contrast scales allows smaller changes in contrast to be discerned. This is due to the small attenuation differences of the subject materials (e.g, 30% contrast liquid and wax) from the traditional form of CDP (material/air). This suggests that the low form of the CDP may have a useful role in assessing image quality in planar radiology as an evaluation tool to better represent low-subject contrast imaging requirements.

Mediated learning in the workplace: student perspectives on knowledge resources.

PURPOSE: In contemporary clinical practice, student radiographers can use many types of knowledge resources to support their learning. These include workplace experts, digital and nondigital information sources (eg, journals, textbooks, and the Internet), and electronic communication tools such as e-mail and social media. Despite the range of knowledge tools available, there is little available data about radiography students' use of these resources during clinical placement. METHODS: A 68-item questionnaire was distributed to 62 students enrolled in an Australian university undergraduate radiography program after they completed a clinical placement. Researchers used descriptive statistics to analyze student access to workplace experts and their use of digital and nondigital information sources and electronic communication tools. A 5-point Likert scale (1 = very important; 5 = not important) was used to assess the present importance and perceived future value of knowledge tools for workplace learning. RESULTS: Of the 53 students who completed and returned the questionnaire anonymously, most rely on the knowledge of practicing technologists and on print and electronic information sources to support their learning; some students also use electronic communication tools. Students perceive that these knowledge resources also will be important tools for their future learning as qualified health professionals. DISCUSSION: The findings from this study present baseline data regarding the value students attribute to multiple knowledge tools and regarding student access to and use of these tools during clinical placement. In addition, most students have access to multiple knowledge tools in the workplace and incorporate these tools simultaneously into their overall learning practice during clinical placement. CONCLUSION: Although a range of knowledge tools is used in the workplace to support learning among student radiographers, the quality of each tool should be critically analyzed before it is adopted in practice. Integrating practice-based learning with learning mediated by information sources provides a more complete paradigm of learning during clinical placement.

Radiographers and the internet: an Australian perspective.

BACKGROUND: The Internet is an important information source for health practitioners, yet little is known about how radiographers currently are using this vast information resource for professional development. OBJECTIVE: To provide an initial data set on professional use of Internet tools and resources by Australian radiographers. METHODS: In 2007, 1142 medical radiation science practitioners in Australia were mailed a survey about Internet access at work and their Internet use for updating professional knowledge. This article reports on and analyzes the survey responses from radiographers. RESULTS: The vast majority of radiographer respondents (93.9%) reported having Internet access at work and many use Internet searches, Web pages, e-mail and listserves to update their professional knowledge. At the same time, large numbers were unaware of Internet-based resources. Also, Internet access and protected time for professional reading and study varied by practice location (metropolitan vs nonmetropolitan). CONCLUSION: Knowledge gaps regarding the Internet and lack of uniform Internet access among Australian radiographers must be addressed so that all radiographers can benefit from the professional information available online.

Learning centred approach for developing the electronic information search processes of students.

BACKGROUND: Undergraduate students of the twenty-first century are widely regarded as 'technologically savvy' and have embraced the electronic information world. The literature, however, describes undergraduate students as using a limited range of electronic information sources and not critically evaluating the information they retrieve from internet searches. AIMS: The aim was to evaluate a purposefully designed intervention that sought to expand the information search and evaluation practices of undergraduate students. The intervention scaffolded an independent learning activity in the form of a group-based project. METHODS: Survey methodology was used to collect data from student pre- and post-intervention for two cohorts of students who undertook the intervention in 2005 and 2006 involving a total of 71 students. Percentages were used to describe survey findings and chi-square analysis and Fisher's exact test examined differences between groups. RESULTS: Questionnaires were completed by 59 students (response rate 83%) pre-intervention and 49 students (response rate 69%) post-intervention. Post-intervention there were positive and statistically significant differences in database searching behaviour (p = 0.000), use of Google Scholar (p = 0.035) and number of criteria used to evaluate information retrieved from the internet (p = 0.000) by students. CONCLUSION: By positively reshaping the electronic information search and evaluation practices of students we are helping students to find informed information sources as they engage in independent learning activities at university and as future health professionals.

Transforming information search and evaluation practices of undergraduate students.

AIM: To investigate the short- and long-term impact of the Electronic Information Skills (EIS) Intervention on student information searching and evaluation behaviour. METHOD: Participants were second-year undergraduate radiography students. The EIS Intervention was a purposefully designed intervention with its knowledge construction activities aimed at engaging students with database searching and evaluation of internet sources as these were identified from the literature review as areas that are poorly developed in undergraduate students. Questionnaire was used to document the information searching and internet evaluation behaviour of the students pre-, post- and 1-year post-involvement in the EIS Intervention. Information search behaviour was assessed using a four-point scale of self-reported frequency of searching: always, usually (>1/2 the time), sometimes (<1/2 the time) and rarely, for the following electronic resources: internet, databases and library catalogue. Open questions were used to determine the criteria students used to evaluate internet information and to identify which databases and search engines they used. RESULTS: Pre-intervention, 83% of students always or usually searched the internet for university assignments and projects compared with 53% for databases. This frequency of database searching by students increased to 93% post-intervention and remained high 1-year post-intervention (100%). Internet searching continued to be a routine part of student search process post- (73%) and 1-year post-intervention (79%). The number of students searching more than one database increased from 39% pre- to 96% post-intervention. Pre-intervention 62% of students listed one criterion that they used to evaluate information retrieved from the internet and no students named three or more criteria. Post-intervention and 1-year post-intervention 69% and 80%, respectively, listed 3 or more criteria they used to evaluate information retrieved from the internet. CONCLUSION: This research demonstrates that a purposefully designed intervention, the EIS Intervention, can be used to transform information searching and information evaluation behaviour. This transformation supports students' abilities to autonomously search and obtain high quality relevant information resources to meet their learning needs as they engage in independent learning activities as undergraduate students and as graduate health practitioners.