Radiographers' and students' experiences of undergraduate radiotherapy practice placement in the United Kingdom

IntroductionA three-phased, mixed-methods study was conducted to explore the experiences of undergraduate radiotherapy students and their supervising practice educators within U.K. radiotherapy practice placement.MethodsQualitative data were gathered from focus groups/interviews with volunteer participants to elicit in-depth perceptions about experiences of practice placement. Data were transcribed, verbatim, and manually coded and analysed by the researcher using the applied research methodology of framework analysis, enabling the investigation of the a priori theme ‘practice placement model’, and recommendations were made for improvement.ResultsTwo radiotherapy placement models are confirmed, i.e. the single student model, and the paired student model, and advantages and disadvantages are identified for each. Study findings suggest that neither radiotherapy model is superior to the other in terms of placement education and experience. Previous and current experience of either model appears to bias students and practice educators towards that model, despite recognition of its disadvantages.ConclusionThe experiences of students and practice educators using the radiotherapy models are consistent with the experiences of other AHPs and nursing using similar practice placement models. It is recommended that all students should have access to peer-assisted learning on placement to improve critical thinking skills, to enable time for reflection, and to consolidate learning.     

Communication: Preparing undergraduate radiation therapy students for initial clinical patient interactions

IntroductionRadiation therapy students need to demonstrate appropriate communication skills when entering the clinical environment. To assist students with preparation for their first clinical placement a clinical reasoning module comprising theory and practical sessions was developed. This paper describes the module and presents the results of student evaluations.MethodsThe module consisted of lectures, observational role-play and participatory role-play. Students were ultimately tasked with providing information to a simulated patient (SP). Each student received feedback independently from the SP, peers and facilitator. At the conclusion of the module, students had the opportunity to provide feedback via an anonymous survey (8 Likert scale questions with space for written comment). Data was analysed both quantitatively and qualitatively.ResultsFour hundred and thirty seven students were enrolled in the course between 2008 and 2016 and the response rate of the survey was 93%. Even though most students reported some level of anxiety before and during the role-play sessions, the majority of students perceived all aspects of the module to be extremely/very useful. The most useful aspect of the module (Likert scale assessment) was the feedback provided by the SP. The two most important themes arising from the thematic analysis were gaining an understanding of the role of the radiation therapist and the complexities of patient interactions.ConclusionOverall, the module was deemed successful with students becoming conscious of newly acquired clinical knowledge whilst acknowledging patient feelings during interactions. Collaborative critiquing contributed to students' ability to self-reflect to improve clinical interactions.     

Student radiographers' attitudes towards the older patient: Six and twelve months post intervention

PurposeTo design and evaluate the effects of an educational intervention on Norwegian student radiographer attitudes towards older people.DesignA longitudinal study design, using pre-test and post-test data was used to determine student attitudes to older people across their educational tenure. Attitudes were measured using Kogan's attitudes towards older people scale. This paper, the second in the series, reports on the changes in student radiographer attitudes, post an educational intervention and post their first experience of clinical placement.ResultsAlthough students initially demonstrated significantly improved attitudes towards older people (p = 0.01), this significance was not noted at 6 months and 12 months post intervention. In fact average scores reduced to an almost identical level to those found pre-interventionConclusionWhereas an educational intervention can have an initial positive effect on student attitudes towards older people, the experience of clinical placement reduces these initial effects.     

Measuring a state of mind indicative of thriving using the Student Pharmacist Inventory of Professional Engagement (S-PIPE)

Background

Professional engagement has importance to the professional of pharmacy, and in particular the growth of student pharmacists. Measurement of this construct would allow investigation of factors that may increase or decrease professional engagement.

简易手血管模型穿刺训练对提高肿瘤科护生静脉穿刺技巧的效果探讨

目的探讨简易手血管模型对提高肿瘤专科护生静脉穿刺技巧和无菌操作的效果。方法制作简易手血管模型对实验组50名肿瘤科护生进行静脉穿刺训练的带教方法与对照组50名护生临床静脉穿刺的常规带教方法进行比较。结果实验组消毒手法合格率、一次穿刺成功率、穿刺技术总成绩合格率、护生自信心提高率均明显高于对照组（P〈0．01）；输液过程中的肿胀发生率与对照组比较差异无统计学意义（P〉0．05）。结论简易手血管模型穿刺训练能有效提高肿瘤科护生静脉穿刺技巧。     

An assessment of the potential impact of the introduction of male mammographers into the National Health Service breast screening programme

IntroductionThe NHS breast screening programme only employs female mammographers to carry out breast screening. The screening service is experiencing a shortage of staff and introducing male mammographers into the service is a potential solution. This research aimed to determine if the introduction of male mammographers would impact acceptance rates of the offer of screening, how women feel about the potential change and what the impact would be at a programme level.MethodsThe research was conducted in 3 stages. Initially 24 face-to-face interviews were conducted with women aged 45–70 and 19 interviews over the telephone with stakeholders; these interviews explored what women's reaction would be to the introduction of male mammographers. These interviews informed the content of a questionnaire that was completed online by 1000 women aged 50–71. It explored what women would do if offered a test with a male mammographer and how they felt about the potential change.ResultsOver half, 53.4% stated they would attend a routine mammogram if the mammographer was male, 15.3% said they would attend if a female chaperone was present, and 31.3% stated they would refuse to attend. The face-to-face interviews suggested women view routine breast screening differently to other healthcare interactions because it is an optional service and not a treatment. As a result, participants had higher expectations both in terms of expecting a choice over the gender of the mammographer and a need to feel comfortable.Conclusion and implications for practiceThe findings indicate that the percentage of eligible women attending breast screening may decrease if male mammographers were introduced. This impact of introducing male mammographers would need to be carefully weighed up against the potential gains in workforce numbers in opening up mammography to male practitioners.     

Recovery of insulin sensitivity and Slc2a4 mRNA expression depend on T3 hormone during refeeding

Objective

GLUT4 protein, encoded by the Slc2a4 gene, plays a key role in muscle glucose uptake, and its expression decreases in muscles under insulin resistance. Slc2a4/GLUT4 decreases with fasting and rapidly increases with refeeding and the same occurs to plasma glucose, amino acids, insulin and T3. Thus, they might be potential regulators of the Slc2a4 gene, which makes them promising targets for strategies to improve GLUT4 expression. Herein, we investigate the role of metabolic–hormonal parameters triggered by refeeding upon the Slc2a4 expression.

Materials/Methods

Plasma glucose/insulin/T3, and gastrocnemius Slc2a4 mRNA contents were measured in rats studied at the end of 48-h fasting, and subsequently at: i) 2–4 h after spontaneous refeeding; ii) 2–4 h after T3 injection, without refeeding; and iii) 0.5–2 h after intravenous infusion of insulin, insulin + glucose and insulin + amino acids, without refeeding.

Results

Refeeding increased plasma glucose/insulin/T3 and muscle Slc2a4 mRNA, reverting insulin resistance. Post-fasting infusions surprisingly induced a further Slc2a4 mRNA decrease (~ 20%, P < 0.05 vs. fasting), but T3 injection induced a ~ 2-fold increase in Slc2a4 mRNA, 2–4 h later (P < 0.001). Moreover, T3 increased glycemia and insulinemia to the 2 h-refed rats levels, suggesting that T3 elevation is a key factor to the mechanisms of metabolic balance during refeeding.

Conclusions

Refeeding induces a rapid increase in muscle Slc2a4 expression, not associated with increased plasma glucose, insulin or amino acids, but highly correlated to increased plasma T3 concentration. This result points out T3 hormone as a powerful Slc2a4 enhancer, an effect that may be acutely explored in situations of insulin resistance.     

Effective interventions for preventing work related physical health complaints in nursing students and novice nurses: A systematic review

From the start of their career, nursing students and novice nurses are at risk of developing physical health problems due to high physical workload, which may lead to early exit from nursing. To provide an overview of interventions preventing physical health problems in early career, a systematic review was performed. A comprehensive search of the literature was conducted up to December 2017. Primary outcome of interest was education/work dropout. Secondary outcomes were musculoskeletal symptoms. Independent authors selected studies, appraised quality and extracted data. After screening 7111 titles and abstracts, eleven studies were included. Seven studies evaluated interventions for moving/handling training. Four evaluated other interventions. None focused on our primary outcome education/work dropout. All studies reported on physical complaints among student nurses only. Overall, risk of bias was high and clinical heterogeneity prohibited pooling of data. Intervention effects were small and inconsistent. In conclusion, evidence for the effectiveness of interventions in the nursing curricula for the prevention/treatment of physical complaints is scarce and where available conflicting. We recommend high quality research on dropout due to physical health problems, as well as on the prevention/treatment of physical complaints.     

临床护理带教现状解析与对策

目的分析临床护理带教现状,提高临床教学质量.方法在临床实习结束前,对151名护生以问卷形式测试其对基本护理操作、常见疾病症状及护理原则掌握程度.结果在29项基本护理操作项目中,被认为较好掌握其中10项的有94名护生;较好掌握其中20项的有39名护生;没有人29项全部掌握.掌握常见疾病症状及护理原则的人数不足一半.结论加强护生临床实践特别是加强基本护理技术训练是提高临床教学质量的关键.