| 1. |
- Lundvall, Liselotte, et al.
(författare)
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Occupational doses in interventional angiography after radiological protection training and use of a real-time direct display dosimeter
- 2022
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Ingår i: Journal of Radiological Protection. - : IOP Publishing Ltd. - 0952-4746 .- 1361-6498. ; 42:3
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Tidskriftsartikel (refereegranskat)abstract
- Vascular x-ray guided interventions are complex and may result in high occupational doses to ionising radiation if staff do not take appropriate actions to minimise their exposure. In this prospective intervention study, ten staff members wore an extra personal dosimeter on the upper body above their regular protective clothing during four consecutive periods. Between each period either additional practical radiological protection training was given or a real-time direct display dosimeter were provided to the staff. Each staffs personal dose equivalent, Hp(10) normalised to the total air kerma-area product for the procedures where each staff were involved, KAPt, was used as the dependent variable. A focus-group interview with the staff were performed about the usefulness of the training and real-time dose rate display system. Our aim was to investigate if the interventions (practical training or real-time dose rate display) did affect the staff doses in the short and long term (five months later). Significant (p < 0.05) reductions of staff doses Hp(10)/KAPt were found after practical radiological protection training, but not after using real-time dose rate displays. Significant reductions were maintained after five months without additional interventions. The results from the focus-group interview indicated that making radiation visible, during practical training and usage of real-time direct display dosimeter, made it easier to understand how to act to lower occupational doses.
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| 2. |
- Lundvall, Liselotte, et al.
(författare)
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Radiography Students Learning During Clinical Placements : Developing Professional Knowing in Practice
- 2021
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Ingår i: Vocations and Learning. - : Springer. - 1874-785X .- 1874-7868. ; 14:3, s. 439-457
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Tidskriftsartikel (refereegranskat)abstract
- Radiographers work with image production in medical imaging, a professional field that is undergoing rapid technical development. There is a need to understand how students in radiography education learn within this evolving practice. The aim of this paper is to investigate how radiography students learn professional knowledge in practice during clinical placements. Data collection was through qualitative design using observations and individual interviews. The theoretical framework for the study was a practice-orientated approach. Three themes describing the learning in practice of radiography students emerged as the final result. 1) Attuning to practice: Learning through listening and observing showed how students reconstruct prior knowledge into practical knowing and learn the situated practice. 2) Embodied knowing: Learning through acting in practice illustrated how students reconstructed prior embodied knowledge through their own acting in practice. 3) Dealing with the unexpected: Learning from breakdowns explains how students learn in situations in which unexpected things happen with materiality or relations. On these occasions, relationships with other people were important for developing the students knowing about the relationship between materiality, actions and people practicing radiography. This study it gives insight into radiography students learning during clinical placement, which can be useful for planning curricula, as well as clinical learning in radiography education.
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