Kammies C, Archer E
Stellenbosch University, Faculty of Medicine and Health Sciences, Centre of Health Professions Education, South Africa; University of Johannesburg, Faculty of Health Sciences, Medical Imaging and Radiation Sciences, South Africa.
Stellenbosch University, Faculty of Medicine and Health Sciences, Centre of Health Professions Education, South Africa.
Radiography (Lond). 2023 Aug;29(5):898-902. doi: 10.1016/j.radi.2023.06.004. Epub 2023 Jul 11.
Caring is a key part of a radiographers work and the education of student radiographers. Despite recent literature highlighting the importance of putting the patient at the centre of care and being caring, research describing the educational approaches used by radiography educators to facilitate the teaching of caring is lacking. The aim of this paper is to explore the teaching and learning strategies used by radiography educators to facilitate the development of caring in students.
A qualitative, exploratory research design was used. Purposive sampling was used to select radiography educators (n = 9). This was followed by quota sampling to ensure all four radiography disciplines, namely diagnostic radiography, diagnostic ultrasound, nuclear medicine technology and radiation therapy were represented in the sample. Data was analysed thematically and themes were identified.
The findings indicated that radiography educators use teaching strategies such as peer role play, learning through observation and role modelling to facilitate teaching and learning of caring.
The study suggested that although radiography educators know the teaching strategies that facilitate caring, aspects such as clarification of professional values and the refinement of reflection seems to be lacking.
The teaching and learning approaches that can assist students in developing as caring radiographers can add to the evidence-based pedagogies that shape the teaching of caring in the profession.
关怀是放射技师工作以及放射技师专业学生教育的关键部分。尽管近期文献强调了将患者置于护理中心并给予关怀的重要性，但缺乏描述放射摄影教育工作者用于促进关怀教学的教育方法的研究。本文旨在探讨放射摄影教育工作者为促进学生关怀能力发展所采用的教学策略。
采用定性探索性研究设计。目的抽样用于选择放射摄影教育工作者（n = 9）。随后进行配额抽样，以确保样本涵盖放射摄影的所有四个学科，即诊断放射摄影、诊断超声、核医学技术和放射治疗。对数据进行主题分析并确定主题。
研究结果表明，放射摄影教育工作者使用同伴角色扮演、通过观察学习和榜样示范等教学策略来促进关怀的教学与学习。
该研究表明，尽管放射摄影教育工作者了解促进关怀的教学策略，但在专业价值观的澄清和反思的完善等方面似乎有所欠缺。
有助于学生成长为有爱心的放射技师的教学方法可以丰富塑造该专业关怀教学的循证教学法。
