The HESI Admission Assessment and Radiography Exit Examination as Predictors for Student Success.

PURPOSE: To examine the relationship between the Health Education Systems, Inc. (HESI) Admission Assessment (A2) and specific established admission criteria in an entry-level radiologic sciences (RADS) program, and to determine any correlations between the program exit examination, the HESI radiography exit examination, and the American Registry of Radiologic Technologists (ARRT) first-time registry scores for two consecutive program cohorts. DESIGN: A quantitative approach was used to compare students' semester grades in English (6 credit hours), anatomy and physiology (8 credit hours), and college-level mathematics (3 credit hours) to scores on comparable categories of the HESI A2. Students' scores on program exit examinations, the HESI radiography exit examination, and the ARRT first-attempt registry scores were also compared. Quantitative measurements were obtained using z scores and conducting a Pearson correlation reliability coefficient test. RESULTS AND CONCLUSION: There was no correlation between the HESI A2 examination and program admission criteria except when a minimum passing score of 70 was applied to the HESI A2, eliminating some students. Except for one student in each cohort, those students who would have been eliminated by the HESI also left the program, failed the ARRT registry examination, or consistently made low grades (Cs or Ds) in the program. This study showed that the HESI radiography exit examination had a high degree of correlation with the program exit examination and the ARRT registry examination. Finally, this study showed that the HESI A2 examination is a good potential additional tool to use for admission criteria when an appropriate minimum passing score is set and may help in selection of students who will be successful in the program.

Smart device use and burnout among health science educators.

PURPOSE: This study examines the perceived level of stress and burnout among health science educators related to smart device use. METHODS: An interdisciplinary health science research team was created to perform a literature review and design a survey and assessment instrument to investigate the level of stress and burnout among health science educators as a result of excessive connectivity to the workplace through smart device use. A total of 977 assessments were completed through distribution by program directors in athletic training, nursing, radiologic sciences, and respiratory care. RESULTS: Participants in the study, who represented program directors and educators in the allied health sciences, reported 70% of their smart device use taking place between the hours of 6 am and 6 pm, followed by 30% between 6 pm and 12 am. Slightly more than 60% of participants reported feeling connected to the workplace at all hours of the day. Emotional exhaustion and personal accomplishment scores for participants were stronger than the norm as measured by the Maslach Burnout Inventory. DISCUSSION: There appears to be a strong feeling of connectedness to the workplace caused by the use of smart devices (60.7%). Some surveyed educators appear to manage their smart device use better than others because 55% of participants indicated they sometimes ignore work-related items after hours. Although several participants demonstrated physical signs of stress and burnout, a causal relationship between use of smart devices or work connectedness could not be established. CONCLUSION: Based on the findings of this study, the null hypothesis was rejected. Significant levels of emotional exhaustion were seen in a subset of study participants. Our findings indicate that emotional exhaustion occurs when healthy boundaries are not maintained for smart device use for work purposes after hours.

U.S. Technologists' radiation exposure perceptions and practices.

BACKGROUND: Despite early recognition of the potential hazards of ionizing radiation and research documenting these hazards over the past 115 years, problems persist regarding the safety of medical procedures that use ionizing radiation for imaging. OBJECTIVE: This investigation sought to evaluate current attitudes and radiation protection practices among radiologic technologists following recent reports of the dramatic increase in radiation dose in the United States. METHOD: A survey was sent to a stratified random sample of 2000 radiologic technologists in the U.S. whose names were obtained from the American Registry of Radiologic Technologists. RESULTS: Radiographers are aware of the increase in exposure to the U.S. population from medical sources and some of their self-reported observations and practices are contributing to this increase. CONCLUSION: Radiologic technologists are aware of exposure increases and may be contributing to the increase in patient dose in the U.S., largely because there is a lack of in-service education. Commonly recognized and accepted methods of radiation protection practices are being applied to reduce dose to U.S. patients, but not routinely so. These skills require periodic updates and reminders.

Radiologic science educator stress and burnout.

PURPOSE: To examine the perceived level of occupational stress and burnout of radiologic science educators. METHODS: The Maslach Burnout Inventory (MBI) with health status and demographic survey was sent by e-mail to 241 members of the Association of Educators in Imaging and Radiologic Sciences Inc. The survey yielded a 62% response rate. Independent sample t-tests, regression analysis and one-way ANOVAs were used to compare data. RESULTS: Results indicated average levels for radiologic science educator feelings of emotional exhaustion, low levels for their feelings of depersonalization and average levels for their feelings of personal accomplishment. A statistically significant result was found between all 3 subscales of the MBI and the reported health status. CONCLUSION: This research study may help raise awareness of stress and burnout and their relationship to the health of radiologic science educators.

Burnout among healthcare professionals.

*From many accounts healthcare professionals are at increased risk for professional burnout. Professional burnout is generally described as prolonged stress that impairs one's ability to perform his or her job in demanding situations. *Precursors to professional burnout include, but are not limited to, employee workload, chronic fatigue, compassion fatigue, balance between family and career, sickness absence, and loss of confidence. *Administrators must watch for early signs of professional burnout to improve retention and promote employee morale. To reduce professional burnout, administrators must implement strategies to reduce burnout while also promoting productivity. *When professional burnout occurs, management must consider each employee's generational differences. All generations have differing values, beliefs, and opinions that influence his or her work ethic in regard to employee productivity.