• Building capacity: an evaluation of the use of non-traditional placements in diagnostic radiography education

      Hyde, Emma; Errett, Sue; University of Derby (Society of Radiographers, 2017-12-01)
      This article shares the findings of a research project which evaluated student radiographers experiences of placements in a care setting, where there is no diagnostic imaging activity, and student radiographers experience of placements in private, voluntary and independent imaging settings.
    • Building capacity: an evaluation of the use of non-traditional placements in diagnostic radiography education.

      Hyde, Emma; Errett, Sue; University of Derby (UKRCO conference, 2017-06-12)
      Students studying to become a diagnostic radiographer are required to undertake clinical placements in order to gain the practical skills necessary to become a registered health care professional. This totals approximately 50% of their programme. Recent changes in technology (such as the move to digital radiography), changes to staffing levels and shift patterns, alongside increasing demand for placements, has made placement capacity a growing issue for Higher Education Institutions (HEIs)2,3,4. As part of a range of strategies designed to address capacity issues, a number of new placements in care settings, and with private, voluntary and independent providers (PVIs), were rolled out to students at one UK HEI. The care placements were expected to have the added advantage of embedding care & compassion, a key area of concern since the Francis enquiry
    • A critical evaluation of student radiographers' experience of the transition from the classroom to their first clinical placement.

      Hyde, Emma; University of Derby (Elsevier, 2014-12-29)
      Students studying for qualifications which enable them to apply for registration as health care professionals are expected to undertake a large amount of clinical placement to support their learning. The BSc Hons Diagnostic Radiography at one post-1992 UK University is no exception. It was identified in a previous study by this researcher that a relatively large number of first year student radiographers were unsure, or nervous, about some aspects of the transition to their first clinical placement. It was felt that further investigation into the student experience of the transition to the first clinical placement was warranted.
    • Easing the transition from classroom to clinical placement

      Hyde, Emma; University of Derby (European First Year Experience conference, 2014-06-11)
      The findings of my research around the transition first year student radiographers undergo when they start their first clinical placement.
    • Easing the transition: the importance of high quality mentorship in placement support

      Hyde, Emma; University of Derby (UK Radiological Congress 2016, 2016-06-06)
      Poster presented at UKRC sharing the findings of my latest research on first year student Radiographers transition to their first clinical placement. As in my previous research, the difference made by high quality mentorship, was found to be key to student's successful transition.
    • Evaluation of shared placements between MSc Pre-Registration and BSc (Hons) Diagnostic Radiography students.

      Partner, Alexandra; Shiner, Naomi; Hyde, Emma; University of Derby (National Association Educators in Practice (NAEP), 2018-04-20)
      Background A new two year Masters (pre-registration) Diagnostic Radiography programme was introduced in 2016 at the University. It is one of only 4 courses of this type in the country. To date no literature has been published to evaluate the impact of such a course. The Masters students (level 7) share multiple teaching sessions with the undergraduate students (level 4); mixed level teaching is a new development for the current academic team. These cohorts undertake their clinical placement at the same NHS site over the same time period. This has provided an opportunity to evaluate the perceptions, expectations and experiences of the students learning together on placement. Aims To evaluate the shared placement experience of MSc (Pre-Registration) Diagnostic Radiography and BSc (Hons) Diagnostic Radiography from their perspective Method The study used a questionnaire design to gather quantitative and qualitative data from all groups. Both the MSc (n=5) and BSc (n=38) students were included to provide comparative data. This will be enriched with qualitative data gained from small focus groups undertaken at the end of the MSc shared placement block. Analysis: Analysis is ongoing but provisional results from the BSc students is that the presence of level 7 MSc students within the classroom is enjoyable and adds depth to the learning as they pose more challenging questions. Working together on placement has been a positive experience. Conclusion Mixed level teaching enriches discussion within the classroom, is more time and cost efficient. The addition of the MSc Pre-Registration Fast Track Diagnostic Radiography has increased student numbers without significantly impacting on capacity, whilst addressing the local workforce needs. The results of the study will form part of the programme evaluation and provides opportunity to develop the curriculum in close partnership with placement providers.
    • Fitness to practise: Incident reporting and professional behaviour

      Partner, Alexandra; Hyde, Emma; University of Derby (College of Radiographers, 2016-11-25)
      Fitness to Practise is a complex, multi-faceted issue which impacts on both clinical and academic staff. It can be challenging to manage Fitness to Practise issues and reach a satisfactory outcome for all parties. Fitness to Practise issues are often complicated by a lack of evidence, or a failure to follow the correct process for managing the case. A key element of this is ‘Failing to Fail’ clinical assessments. This can lead to cases being taken to appeal with the Office for the Independent Adjudicator (OIA). This workshop will discuss the issues affecting Fitness of Practise cases, and share ideas and strategies for managing these situations more effectively. The experience of participating in a HCPC Fitness to Practise panel will be shared, in order help workshop participants understand the Fitness to Practise issues from the regulatory perspective.
    • An investigation into first year diagnostic radiography students' preparedness to deal with ill service users in two UK universities

      Hyde, Emma; Strudwick, Ruth; University of Derby; University of Suffolk (Society of Radiographers, 2017-09-01)
      This article disseminated research that was undertaken at two UK universities to investigate the preparedness of first year students to deal with very ill service users. The research took a qualitative approach, using focus groups at both universities to collect data. The data was audio-recorded and transcribed, and then analysed using a thematic approach. The article discusses the issues which were identified by participants in the study, and makes recommendations for curriculum development to support future students.
    • A smoother ride: facilitating the transition between classroom and clinical placement

      Hyde, Emma; University of Derby (NET 2014 conference, 2014-09-02)
      The findings of my research around the transition first year student radiographers undergo when they start their first clinical placement.
    • Using social media to promote the radiography subject area

      Partner, Alexandra; Hyde, Emma; University of Derby (United Kingdom Radiological Congress, 2014-06-09)
      • Aims/Objectives - To share our experiences of using social media to raise the profile of the Radiography Subject Area . -To illustrate how social media can be used promote a team’s authority to teach, and support recruitment • Content of presentation The Radiography Subject Area Facebook page was launched in January 2013. It was designed to raise our profile with potential students, current students, and stakeholders such as clinical partners. The Facebook page is used by the team to showcase innovative teaching sessions, and key events that the subject area is involved in. Alongside the Facebook page, a number of staff created their own LinkedIn profiles. These profiles allow staff to showcase their skills & expertise, and create links to work they have done e.g. publications. • Relevance/Impact The reach of the Facebook page is proving substantial, with some posts (such as the heart dissection) being seen by over 400 people. The use of LinkedIn profiles has aided in networking by allowing staff to connect with both senior academics within our own institution, and key figures within the radiography profession. • Outcomes The careful use of social media has many potential benefits to HE programmes, in particular for communication and networking (Jadu, 2009). As such it was part of our strategy for 2012-13 to embed social media into our subject area. • Discussion There are plans to extend the use of Social Media to include a YouTube channel and to look at Twitter, Pinterest and Flickr. Promotion of our Facebook page is on-going.
    • Values-based practice (VBP) training for radiographers.

      Strudwick Ruth; Newton-Hughes, Ann; Gibson, Sue; Harris, Joanne; Gradwell, Mark; Hyde, Emma; Harvey-Lloyd, Jane; O'Regan, Tracy; Hendry, Julie; University of Suffolk; et al. (The National Association of Educators in Practice, 2018-04-20)