X Ray Equipment For Student Radiographers Pdf Free [VERIFIED] Download

College of DuPage Radiography students now have access to cutting edge equipment that will help them learn to capture images more efficiently and accurately. The new acquisitions include four X-ray mannequins, called phantoms, a portable X-ray machine and a C-arm.

Access to this technology on campus allows students a more seamless transition from using the equipment in the classroom to a clinical setting, where the digital images will support health care professionals in helping patients faster than they could have with the now-obsolete film technology.

X Ray Equipment For Student Radiographers Pdf Free Download

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Background Personnel radiation monitoring equipment monitors the level of exposure to radiation and personnel will have to wear a personnel device for radiation detection while working. Personnel monitoring equipment is usually worn by a worker for 3 months. Aim This study aims to evaluate the knowledge of radiology students about personnel radiation monitoring devices and their use. Materials and Methods A questionnaire-based cross-sectional study was performed in the College of Paramedical Sciences, Teerthanker Mahaveer University, Delhi-Road Moradabad, Uttar Pradesh, India. This questionnaire-based study was performed for the period time of 1 year from June 2020 to May 2021. A validated questionnaire was circulated among undergraduate and postgraduate radiology students. Result In this study the questionnaire was filled by a total of 140 students who were pursuing bachelor's and master's degree programs, including 61% (86) males and 39% (54) females from the radiology department. According to the data master's knowledge levels are greater than the bachelor's level. The level of knowledge of monitoring devices among MRIT (M.Sc. in Radiology and Imaging Technology) second year (81%) is more than those of MRIT first year (80%), BRIT (B.Sc. in Radiology and Imaging Technology) third year (65%), and BRIT second year (66%). Conclusion It is concluded that there is a lack of awareness about personnel radiation monitoring systems. The level of knowledge of personnel radiation monitoring devices among students remains at a medium level from the results of our students as it has been concluded that master's knowledge level is greater than the bachelor's level. The level of knowledge of monitoring devices increases with the age of the students and the year completed.

The author thanks Sandra H Hovland and Sofia M Kolbensen for data collection, all the teachers in charge for distributing and collecting the questionnaire, and all the participating student radiographers. The author also thanks Dr. Lisa Booth for English correction.

Obese patients require a tailored standard of care as radiographers must compensate for issues arising from both technical and patient care considerations. These include patients exceeding the weight limits of imaging equipment, motion artefacts due to increased exposure factors requiring elongated exposure time, insufficient coverage of the image receptor, difficulty in palpating anatomical landmarks and potential patient embarrassment. The adipose tissue also complicates the balance between adequate radiation exposure and penetration and keeping the dose to as low as reasonably achievable (ALARA).1,2,7,8 Failure to accommodate these issues results in sub-optimal imaging, possibly impeding an accurate and timely diagnosis. This is highlighted by a study by Katz in 2006, which found that radiologists reported greater difficulty in diagnosing cases involving obese patients.9

There are also economic impacts to population obesity with pressure on health facility resources, including departments requiring equipment to accommodate the wider girths and increased weight in beds, chairs, operating tables, floating radiology tables, and wheelchairs.21,23 The aperture size of the gantry and table weight limits in computed tomography (CT) and magnetic resonance imaging (MRI) must also be considered otherwise alternative arrangements to another suite/imaging facility with the appropriate wide bore equipment may be required.24,25

Radiologic Technologists (Radiographers) provide images (x-rays) of tissues, organs, bones, and blood vessels using a variety of equipment. The Oregon Employment Department estimates that nearly 70 radiography positions open in the Portland metropolitan area each year.

The project was conducted using a qualitative design that employed observations and individual interviews as the means of data collection. A practice theory perspective about professional knowing in practice (Gherardi, 2000, 2009, 2015) was used as a theoretical framework. Firstly, a case study was conducted employing observations and informal interviews to obtain empirical data from a radiological department as an example of a professional practice in which students are clinically placed. Professional knowing in practice, as described by Gherardi (2000, 2009, 2015), was used for formulating the aim and focus of the data collection in this case study. Secondly, an interview study was conducted comprising individual interviews with radiography students. The interview guide was constructed from the data analysis of the case study and guided by the chosen theory of knowing in practice (Gherardi, 2000, 2009, 2015). Finally, the data from the case study and the interview study were analysed through an iterative process that moved back and forth between the empirical data and theory (Srivastava & Hopwood, 2009).

The field-notes and informal interviews from the observations were re-read several times to gain a sense of the data. According to Gherardi (2000, 2009, 2015), knowing in practice is learned through negotiations about the meanings of different words, actions, situations and material things. Thus, the occasions when the students were negotiating about the meanings of different words, actions, situations and material things were identified in the data. These findings from the case study guided the construction of the interview guide for the subsequent interview study.

Can you tell me about a situation where you got to act as a radiographer. What did you do with the patient? Why? What did you do with the equipment? Was it something that was particularly important? Did the referral have any significance on what you did? Why? What did you do with the images? Why?

Firstly, in accordance to Braun and Clarke (2006) initial coding of data was performed. Initial coding of the dataset from the case study was performed before construction of the interview-guide. Occasions of events when the student negotiated about meaning of different words, actions, situations and material things were identified in data from the case study. The data in the individual interviews were initial coded through identifying learning events in the data relating to the three different dimensions of professional knowing in practice described by Gherardi (2000): practice-as-work, practice-as- language and practice-as-morality, and were sorted into positive and negative learning experiences in each dimension.

Thirdly, the themes were defined and named by using the theoretical framework of the study (Hager & Hodkinson, 2011; Gherardi, 2000, 2009, 2015) in order to illustrate how the radiography students learn professional knowledge in practice.

The students emphasised the importance of being able to understand the unique material arrangements and practices of each clinical placement. In order to be able to participate in practice, listening and observing were important initial learning strategies in relation to material objects. This meant seeing physical aspects in the clinical context that they had learned about in their theoretical studies, for example, different types of radiological equipment. They also observed how the radiographers used this specific radiological equipment in the actual clinical placement, how the protocols in the radiological equipment were set and the method descriptions for image production at each clinical placement.

Specific words and terminology, particularly in protocols or in in the radiological equipment, were easier to understand when the students listened to how the professional language was used during practical work. These findings highlight the theoretical standpoint that practices are formed and enacted differently depending on the materiality of each specific practice (Gherardi, 2015). During their theoretical studies, the students learned about the materiality that they might encounter in practice. Observing and listening reconstructed their theoretical knowledge into knowing in practice as they saw how the materiality was organised and how it was used within each specific practice.

If the students did not have the opportunity to see how the practice was performed before they acted, it resulted in them asking many questions about which actions should be performed, and in which order.

Us students practise image production on each other. We were a rather large group and then we should try. We have an x-ray tube and a detector. We centre and we learn how the patient should be placed. For example, whether we should take an x-ray of an ankle. We have learned how we can find the joint that we should centre for image production, the different anatomical parts. The names of the parts in Latin were also included. However we should know this. (Interview 10).

The student said that the simulation was performed at university before the clinical placement. The students then practise settings for image production on each other. What restricts the learning in these training sessions is that the students can never see the image in relation to the settings for image production that they had chosen. The feedback from the image during clinical placement facilitates learning.

To summarise the main findings of this study, they illustrate how radiography students learn professional knowledge in practice by alternating between listening to and observing the actions of the radiographers in the practice, and their own acting in practice. The students must have opportunities to alternate between observing/listening and acting on their own when learning during clinical placement. This shows that culture, organisation and relationships between the students and other practitioners are important for the learning processes (Yardley et al., 2012; Hgg-Martinell et al., 2014; Attenborough et al., 2019). 2351a5e196