July 2021 civil unrest: South African diagnostic radiography students' experiences.

Background: South Africa (SA), in 2021, experienced a wave of civil unrest following political events that led to mass looting and the destruction of property. Civil unrests, among other disruptions, have been seen to cause ripple effects on healthcare education, particularly for radiography students who undergo work integrated learning within hospitals and universities, even during these times of unrest. Aim: This study aimed to explore and describe the undergraduate diagnostic radiography students' experience of the civil unrest that occurred in SA in 2021. Setting: The study was conducted across five universities in South Africa, offering the diagnostic radiography programme. Methods: A qualitative, interpretive phenomenological design was employed as it enabled the researchers to facilitate focus group interviews to gain insight into the lived experiences of the students during this time. Results: Four themes emerged from the study data, namely: (1) Negative effects on students' emotional and psychological well-being, (2) Academic and clinical support mechanisms during disruptions, (3) The influence of disruptions on clinical training, (4) Recommendations to support students for future disruptions. Conclusion: The participants from this study described the negative effects that the civil unrest had on their emotional and mental well-being. There is a need for increased support mechanisms during times of disruptions from universities across South Africa. Contribution: The findings highlight the ripple effects that disruptions, such as civil unrests, have on radiography students. This can assist universities to relook at their institutional support structures, in order to enhance the current support given to students across universities in times of disruptions.

A challenging work environment: The lived experiences of Eswatini diagnostic radiographers in the public health sector.

BACKGROUND: Diagnostic radiographers play a vital role in healthcare so it is important for senior management to understand radiographer's duties and work experiences. There has been a number of studies conducted on the experiences of radiographers in other countries like the United Kingdom and South Africa. From these studies a number of work place challenges were identified. In the Eswatini healthcare context, there has been no research conducted on the daily experiences of diagnostic radiographers working in Eswatini. The country's leadership aims to attain its Vision 2022 which focusses on the attainment of the millennium development goals. This vision affects all healthcare professions so for it to be successful, it is imperative to understand what it means to be a diagnostic radiographer working in the country of Eswatini. This paper aims to address this gap in literature. AIM: The aim of this paper is to explore and describe the lived experiences of Eswatini diagnostic radiographers working in the public health sector. METHODS: A qualitative, exploratory, descriptive and phenomenological design was utilised. Participants were purposively sampled within the public health sector. Diagnostic radiographers participated voluntarily and willingly consented to participate in focus group interviews (n = 18). RESULTS: A challenging work environment emerged as a principal theme from the participants narratives with 6 sub-themes namely: Lack of resources and consumables, Shortage of radiographers, Absence of radiologists, Lack of proper radiation monitoring and safety, Poor remuneration, Stagnant professional growth. CONCLUSIONS: The findings of this study provided new insights into what Eswatini radiographers are experiencing in the public health sector. It is evident that there are a number of challenges which need to be addressed by the Eswatini management in order to successfully implement Vision 2022. Based on this study, there is the potential for a future study on the development of a professional identity for radiographers in Eswatini.

Sonographers' experiences of being a caring professional within private practice in the province of Gauteng.

BACKGROUND: Medical imaging has been driven by technological advancements. However, the concept of caring has now become a significant element in the healthcare profession. Within a South African context, there are principles that emphasise the importance of people and service delivery: the Batho Pele Principles and Ubuntu. Now more than ever, there is a greater need for a patient-centred caring environment. Therefore, there is an expectation for sonographers to be adaptive to this new environment. AIM: The purpose of this study was to explore and describe the sonographers' experiences of being caring professionals. SETTING: Sonographers who work within private practices in Gauteng were part of this study. METHODS: A qualitative, exploratory, descriptive, contextual, phenomenological research design was used. Focus group interviews were conducted with qualified sonographers registered with the HPCSA. Thematic analysis was used to code data into themes and categories. RESULTS: Four themes emerged: the effects of a caring relationship between a sonographer and a patient; circumstances limiting a sonographer in being a caring professional; sonographers' approach to caring; educational readiness of sonographers to be caring professionals. CONCLUSION: The participants in this study explained and shared their understanding of being caring professionals. They shared many stories regarding trusting relationships with patients. However, as a caring professional, many challenges were encountered, both physically and emotionally. Recommendations such as reflective journals and the practices of Jean Watson's theory of transpersonal caring are cited to focus on the practice and education that may improve caring among sonographers.

A Qualitative Approach to Understanding the Effects of a Caring Relationship Between the Sonographer and Patient.

BACKGROUND: The concept of caring is rapidly becoming an area of interest in healthcare research, especially in medical imaging. While patients, academic institutions, hospitals and policy makers have an expectation for healthcare professionals to be caring, the effects of such a relationship between patient and professional is equally important to understand. Within sonography, a discipline of radiography, there is limited literature on this concept. PURPOSE: The purpose of the main study was to explore and describe the sonographers' experiences of being caring professionals within private practices in the province of Gauteng, South Africa. This paper focuses on one essential theme that emerged from the study: the effects of a caring relationship between sonographer and patient. Guidelines to enhance caring relationships are also provided. MATERIALS AND METHODS: A qualitative, exploratory, descriptive, contextual, phenomenology research design was utilised. Four focus group interviews (n = 14) were conducted with qualified sonographers working in the private sector, in Gauteng. Data collection took place until data saturation was reached. RESULTS: Sonographers described caring for their patients as having both positive and negative effects on themselves. Sonographers explained having developed protective mechanisms to help them when caring for tenacious patients. There was also a sense of emotional and psychological strain identified. Despite this, sonographers displayed a sense of professional pride for their careers. CONCLUSION: Guidelines were developed to alleviate the emotional and psychological strains sonographers are burdened with. These guidelines included; the facilitation of a supportive and healing environment through reflective practice, availability of a psychologist, and having a tea garden at work.

A model to facilitate the teaching of caring to diagnostic radiography students: Original research.

BACKGROUND: Healthcare has moved towards a patient-centred caring environment. Radiography students have described feeling unprepared for daily patient interactions therefore, it is essential for educators to facilitate the development of caring attributes in students. OBJECTIVE: The objective of this article is to describe the process that was followed in order to develop a model to facilitate the teaching of caring to diagnostic radiography students. METHOD: A qualitative, theory-generating, exploratory and descriptive research design was used. Phase one was a descriptive, exploratory study that utilized focus group interviews to explore and describe the concept of caring from the perspective of first year diagnostic radiography students. Phase two, the focus of this article, was the theory generation phase of the study which began with identifying a central concept from the focus group interview results. The central concepts were then defined according to dictionary and literature sources and relationships between the identified concepts were created. Thereafter, the model was developed. RESULTS: The central concept was identified as the "facilitation of a culture of caring". This concept was then defined, classified and described. CONCLUSION: This model as a framework of reference could assist diagnostic radiography educators in facilitating the teaching of caring among student radiographers.

The concept of caring amongst first year diagnostic radiography students: Original research.

Student radiographers start their work integrated learning from their first year of studying and they are in constant contact with patients. Based on this interaction, it is imperative for all diagnostic radiography students to be caring professionals. The purpose of this study was to gain an understanding of caring amongst diagnostic student radiographers by exploring and describing their experiences of caring in the clinical environment. A qualitative, exploratory, descriptive and contextual research design was utilized. Focus group interviews were conducted with first year diagnostic radiography students. Purposive sampling was used to ensure information rich data was obtained. In keeping with qualitative research, participants were interviewed until data saturation was reached. Appreciative inquiry was used as an interview technique to encourage storytelling and to engage in narrative - rich communication. The 4-D model of appreciative inquiry, namely; Discovery, Dream, Destiny and Design, formed the basis for the interview questions. Data was analysed and coded and themes were created based on the interpretation of the data. Three themes were identified as being; caring as an integral part of a career choice, unpreparedness for interpersonal interactions and barriers and enablers for the development of a caring identity. Participants expressed an idealistic vision of what caring means to them as a student radiographer. Participants felt unprepared for their daily interpersonal interactions with patients and other staff. Recommendations to radiography educators would be to engage in more role-playing exercises, reflective practices and peer discussions.