Expectations of therapeutic radiography students in Wales about transitioning to practice during the Covid-19 pandemic as registrants on the HCPC temporary register

Radiography students' learning of plain X-ray examinations in clinical practice: An ethnographic study

INTRODUCTION

Learning of plain x-ray examinations in clinical practice is the core element of becoming a professional in diagnostic radiography. Learning in clinical practice is situated in an authentic socio-cultural context promoting students' learning from legitimate peripheral participation to full participation. The purpose of this study was to describe and understand radiography students' learning of plain X-ray examinations in clinical practice.

METHODS

The data consisted of observations, learning diaries and interviews of 17 radiography students and the researcher's own field notes regarding students' clinical practice of plain X-ray examinations. Learning was studied from the perspective of interpretive ethnography. Data were analyzed by the constant comparative method.

RESULTS

In clinical practice, radiography students' learning was governed by a learning culture requiring the ability to interpret and adapt to the prevailing learning styles of the clinical practice contexts. The learning styles were: 1) learning towards expertise through collaboration, 2) learning actively through student's solo work and 3) learning by working in the background and following instructions. In these learning styles, the extent and depth of the learning content, patient care and imaging varied. Learning methods, learning in cooperation, students' solo working and learning under radiographers' changeable guidance differed as well. Students' learning was impacted by the factors radiographer's supervision and student's learning space. According to students' own evaluation, the learning outcomes regarding theory-practice connection were achieved to a variable extent.

CONCLUSION

Learning culture provided variable opportunities for the socio-cultural context to promote students' learning in clinical practice. The results can be applied when developing and implementing radiography students' clinical practice. Further research could focus on strengthening the curriculum towards cooperative learning.

The ongoing impact of COVID-19 on the clinical education of Australian medical radiation science students

INTRODUCTION

The COVID-19 pandemic has had a significant and ongoing impact on health care, particularly for medical radiation science (MRS) professionals. There exist many studies that describe the negative effects of clinical placement restrictions and access to universities on the well-being of all health professional students during the pandemic. There also exists evidence of changes to MRS student teaching and impacts to students and academic clinical educators; however, there exists a paucity of research that investigates how changes have affected the performance of students within the clinical environment and entering the workforce. This study surveyed workplace MRS clinical educators within Australia to gather their perspectives regarding the impact of COVID-19 on student clinical education.

METHODS

A descriptive study comprising an online structured survey of 44 questions was provided to Medical Imaging and Radiation Therapy Clinical Educators across Australia.

RESULTS

A total of 55 survey responses were received. Of note, respondents described heavy reductions to student intake capacity, losses of clinical placement time, a noted theory-practice gap and possibility of sites 'failing to fail' students. Negative impacts to all domains of MRPBA professional capabilities, as well as a perceived unpreparedness to meet the MRPBA capabilities were described. There was general agreement that graduating students will require supportive periods upon entry into the profession.

CONCLUSION

This study highlights the considerable impact of changes to the education and training of MRS students in response to COVID-19. The results pose a real concern for a generation of MRS students affected by the COVID-19 pandemic.

Lessons learned from the experiences of newly qualified therapeutic radiography students who transitioned to work during the Covid-19 pandemic

INTRODUCTION

The Covid-19 pandemic raised profound questions regarding healthcare values and responsibility for managing collective and individual needs. This context presents a unique opportunity to explore the experiences of newly qualified therapeutic radiographers transitioning to work.

METHOD

An interpretivist qualitative design used one-to-one, semi-structured interviews. Questions based on previous findings and person-environment congruence theory focussed on how the reality of transition compared to expectations and the feelings and attitudes this transition generated. Data analysis used a thematic framework approach.

RESULTS

Eleven participants had worked as new Band 5 therapeutic radiographers for at least 12 months in English and Welsh departments. Three related themes were: the transitional state (the psychological nature of transition); professional socialisation (integration was co-constructed by the individual and department, with some conflict evident between the needs of the two parties); motivation (data described a u-shaped arc in level of motivation towards learning, encompassing early aspiration, turning to apathy and then anticipation of new beginnings.) CONCLUSION: Whilst a person's motivation relates to the extent that their expectations are met regarding the pace of professional development, preceptorship packages should support the psychological aspect of transition as much as external indicators such as competencies. Recognition of new registrants' individual skills and aptitudes at an organisational level is key to supporting integration.

IMPLICATIONS FOR PRACTICE

The pandemic could be seen as an extreme way to reduce a complex multifactorial transitional event to its constituent parts. Personalised one-to-one mentorship is likely to be the optimal way to support psychological aspects of transition for all preceptees. Senior teams can foster compassionate leadership that enables the sense of having a contributing role within the organisation, which recognises individual skills and aptitudes.

Becoming the radiation therapist: Exploring the transition to practice experiences of Australian radiation therapist graduates

INTRODUCTION

The transition to qualified practice for health practitioner graduates can be a challenging experience. Supportive transition to practice programs for graduates are typical in nursing, however they are less common in allied health. Investigations into the transition to practice experience of radiation therapist (RT) graduates specifically have been limited. This study aimed to examine the transition to practice experiences of RT graduates in Australia during their first ten months of qualified practice, with the intention to inform the development of fit for purpose transition to practice programs.

METHODS

A longitudinal qualitative study was undertaken employing a constructivist grounded theory methodology. Data collection included an online focus group with RT graduates within their first three months of practice; recording of longitudinal audio diaries for six months; and an individual online interview at ten months of qualified practice.

RESULTS

Seven RT graduates participated in the study during 2022-2023. Central to the transitional process was 'Becoming the Radiation Therapist' where graduates worked towards assimilating their emerging professional identity. This process was influenced by 'Fitting in' to the team; 'Navigating expectations' of work and the workplace; 'Being supported by experienced others'; and 'Building confidence' through validating experiences.

CONCLUSION

The transitional experience of the RT graduate was influenced by their internal identity work, and by the social and structural mechanisms within their workplace. A transition to practice program should include supportive mentoring, intentional exposure to a breadth of experiences, and clear expectations to assist the RT graduate in navigating this challenging period.

IMPLICATIONS FOR PRACTICE

The transitional experience can be difficult, and supportive mechanisms throughout the first year of graduate practice would aid the emerging professional identity of the RT graduate and their role within the workplace.

Identifying Barriers to Precepting Health Professions Learners During the COVID-19 Pandemic

Background and Objectives

The COVID-19 pandemic worsened the shortage of clinical training opportunities for health professions learners. During the pandemic, additional barriers to precepting health professions learners emerged. Understanding preceptors' perceptions of barriers is a first step to providing learners with the best clinical learning opportunities.

Methods

In February 2021, the Emory Primary Care Consortium surveyed primary care providers eligible to precept health professions learners to determine their current precepting status and associated barriers encountered during and since COVID-19.

Results

A total of 61 physicians and 11 nurse practitioners (NPs) or physician assistants (PAs) completed the survey. Of the 41 current preceptors, 29 precepted only MD students, 2 MD and PA students, 7 NP students only, and 3 PA students only. Of the 31 respondents who were not precepting, most (21) had precepted before March 2020 and not since. Pandemic-related precepting challenges included low patient volume (12), lack of comfort teaching in a telehealth setting (7), increased external pressure (eg, children at home; 8), and other reasons (12). Overall, 20 respondents were interested in training on incorporating students into the telehealth clinical workflow and 13 in training on teaching and providing feedback remotely.

Conclusion

The COVID-19 pandemic placed additional burdens on preceptors in primary care. Preceptors could benefit from training on incorporating students into telehealth visits. Increased understanding of preceptor needs could lead to new resource offerings and improved future medical education.

Evaluation of Staffordshire, Stoke on Trent Allied Health Professionals preceptorship programmes: a mixed method UK study

AIM

This study aimed to evaluate current preceptorship provision across AHP professions in the Staffordshire, Stoke on Trent (SSOT) region of England to improve consistency, share and optimise best practice.

BACKGROUND

Preceptorship, defined as a period of structured transition from newly qualified to an independent practitioner, is thought to improve recruitment and retention of staff and ultimately improve patient care. During the COVID pandemic, SSOT recognised the potential for graduates to lack confidence having had reduced clinical exposure as pre-registration students, and so a likely increased need to support newly qualified staff, and to evaluate existing AHP preceptorship provision.

METHODS

An explanatory sequential mixed methods design, utilising a cross sectional survey questionnaire and two subsequent focus groups, explored existing AHP preceptorship in SSOT in 2021. Following ethical approval respondents were recruited via professional networks who completed an online survey questionnaire. Two subsequent focus groups enabled an in-depth exploration of survey results. Descriptive statistics summarised survey data and thematic analysis was used to describe focus group findings.

RESULTS

SSOT AHPs (n = 217; 26% preceptees; 47% preceptors) participated in the survey questionnaire and 17 AHPs in the focus groups. 57% of preceptees rated existing preceptorship programmes to be "somewhat, or not effective". Preceptors reported feeling unprepared for their role. Both preceptees and preceptors reported that, post pandemic, most existing programs required revisions to be fit for purpose. Ten pragmatic summary recommendations were made.

CONCLUSIONS

Allied Health Professions Preceptorship in SSOT was found to be inconsistent, poorly understood and inadequate. Revisions to preceptorship programs across Staffordshire and Stoke on Trent NHS Trusts have been instigated to reflect changes in AHP practice since the COVID pandemic.

A cross-sectional student survey of the impact of the Covid-19 lockdowns on clinical placement in England

INTRODUCTION

Clinical placement is an essential aspect of student radiographers' training. The Covid-19 pandemic proved challenging for diagnostic radiography students disrupting clinical placements. This study aims to explore the impact of Covid-19 on first and second year student diagnostic radiographers' in clinical practice during the Covid-19 lockdown periods and Covid-19 waves in England.

METHOD

A cross-sectional online survey was used to attain quantitative attitudinal 5-point Likert and qualitative free-text response data. Descriptive and inferential statistics data analysis applied the Mann-Whitney U test and Kruskal-Wallis H test. The qualitative data were thematically coded and analysed for patterns of reoccurring themes.

RESULTS

There were n = 85 responses from n = 9 different counties within England. Students reported missing between n = 1-14 weeks of placement. There was a lack of (41%; n = 35) or limited radiography staff (21%; n = 18) in the clinical departments and a lack of a range of X-ray examinations available (67%; n = 57) during the Covid-19 lockdowns, which affected completing practice assessments. Negative effects included stress, anxiety and worry (68%; n = 58); positive effects included team working (16.4%; n = 14), learning to work under pressure (12.9%; n = 11), and preparation for qualifying (8.2%; n = 7).

CONCLUSIONS

This study identified that students needed more support in this critical aspect of their training. There were both positive and negative responses; notably, the results highlight how the Covid-19 lockdowns have strained the National Health Service (NHS) and adversely affected radiography students.

IMPLICATIONS FOR PRACTICE

The findings underscore the need for university educators and student liaison radiographers within hospitals to have an awareness of the mental health and practical learning needs of the students they are instructing post-Covid-19 lockdown.

The study of psychological traits among Chinese college students during the COVID-19 campus lockdown

To investigate the prevalence of interpersonal sensitivity, anxiety, depression symptoms and associated risk factors among a large-scale sample of college students in China during the COVID-19 campus lockdown. The survey was conducted among undergraduate students at a university in eastern part of China in April 2022. The Chi-square test was used to compare the different variable groups and multivariable analysis was performed for the risk factors associated with interpersonal sensitivity, anxiety, and depression symptoms. A total of 12,922 college students were included, with an average age of (20.96 ± 1.66) years. The prevalence of interpersonal sensitivity, anxiety and depression symptoms in this study was 58.1, 22.7, and 46.8%, respectively. Male (OR = 1.16, p < 0.001), 22-23 years (OR = 1.40, p < 0.001), freshman (OR = 1.35, p = 0.002), and non-only child (OR = 1.15, p < 0.001) were positively associated with interpersonal sensitivity. Male (OR = 1.20, p < 0.001), sophomores (OR = 1.27, p = 0.020) and seniors (OR = 1.20, p = 0.027) were positively associated with anxiety symptoms. Compared with female students, male students (OR = 0.89, p < 0.001) were less likely to have depression symptoms. 22-23 years (OR = 1.37, p < 0.001), sophomores (OR = 1.26, p = 0.009) and non-only child (OR = 1.11, p = 0.009) were positively associated with depression symptoms. In addition, college students aged 18-21 years, learning status, skipping breakfast, roommate relationship and sleep quality were associated with interpersonal sensitivity, anxiety and depression symptoms (all p < 0.05). The findings of this study suggest a high prevalence of interpersonal sensitivity, anxiety and depression symptoms among Chinese college students during the COVID-19 campus lockdown. Younger ages, low grades, poor dormitory relationship, negative learning status, skipping breakfast and poor sleep quality were the risk factors for college students' mental health, which should be concerned by the relevant departments of school during the campus lockdown.

The Impact of COVID-19 on the Clinical Experience and Training of Undergraduate Student Radiographers internationally: The Clinical Tutors' perspective

INTRODUCTION

The impact on the clinical training and education of healthcare students by COVID-19 has been documented. However, the thoughts and experiences of clinical tutors (CTs) about radiography students attending for clinical training and education during this now elongated period beyond first recognition of the virus has not been explored. This paper will discuss data collected from CTs in the UK Devolved Nations (UKDN) and the United Arab Emirates (UAE) who were compared because of their similarities in delivery based on individual 'rules of engagement' devised by their various health departments.

AIM

The purpose of this study was to examine the clinical tutors' thoughts and experiences of supervising radiography students attending clinical placement during the COVID-19 pandemic.

METHODS

The UK Devolved Nations (UKDN) and the United Arab Emirates (UAE) were selected for comparison on an international level as they are geographically distinct with a comparable population and education accredited/acknowledged by the Society and College of Radiographers (SCoR). Data was collected data from CTs across the UKDN and the UAE. The study used an online questionnaire (Google Forms) with closed questions in four themes including: students' experiences, impact on students' clinical placement, attitude of the clinical staff and the potential effects of COVID-19 on future graduates' skills and competencies. Further data was gathered on the experience of CTs mentoring students during the COVID-19 pandemic.

RESULTS

Data were collected from 59 CTs (81%, n = 48) from UKDN and (19%, n = 11) UAE. Twenty-seven (46%) respondents reported that COVID-19 had a negative impact on clinical practical experience. However, 32 (54%) identified that COVID-19 had no impact on student supervision/feedback or on clinical achievements. Eleven (19%) respondents thought that students should not have been on clinical placement during the pandemic but a further 51% (n = 30) were happy with the students on placement and expressed willingness to delegate work to students. Interestingly, 58% (n = 34) of CTs suggested that future graduates may need a longer preceptorship after they graduate due to receiving decreased clinical experience during the pandemic. Overall, 78% (n = 46) of respondents thought that students improved their clinical confidence by working directly with COVID-19 positive patients.

CONCLUSION

The current study has identified conflicting opinions across CTs in different clinical departments. Whilst some felt that students should not be in the hospital during the pandemic, others reported that working directly with COVID-19 patients had a positive impact on students as it improved their clinical confidence. Despite the challenges presented by COVID-19, CTs were able to provide direct clinical supervision and feedback to students on clinical placement throughout the pandemic. Nevertheless, future graduates may need a longer preceptorship period due to decreased clinical experience during the pandemic.

IMPLICATIONS FOR PRACTICE

Clinical placements should continue during subsequent COVID-19 waves of infection or future pandemics to ensure development of skills in resilience and adaptability. Underdeveloped skills due to a decreased range of examinations can be rectified when any wave of the infection subsides by providing tailored training based on individual student's needs.

Towards describing the global impact of the COVID-19 pandemic on clinical radiography education: A systematic review

INTRODUCTION

The sudden onset of the COVID-19 pandemic has brought significant and rapid changes to the traditional ways of providing radiography education, including adaptations to teaching and learning styles as well as disruptions to students' clinical placement. This review explored the impact of the pandemic on clinical radiography education globally.

METHODS

A systematic literature search was conducted on relevant databases, including PubMed, Science Direct, CINAHL (Cumulative Index of Nursing and Allied Health Literature, and SCOPUS. All relevant articles were critically appraised for quality and subjected to information extraction and results-based convergent synthesis.

RESULTS

A total of 17 articles met the inclusion and exclusion criteria for this review. The key findings are themed around challenges and benefits with the introduction of new teaching and learning approaches and resilience exhibited by students during the pandemic to overcome: inadequate support and mentorship while transitioning to fully qualified professionals, challenges with PPE usage, and impact on personal and academic life.

CONCLUSIONS

Globally, radiography students experienced several challenges, especially during the initial acute phase of the pandemic. The pandemic-related challenges identified in this review could negatively influence the radiography student attrition rates, consequently worsening the existing radiography workforce shortage. Thus, urgent institutional level support systems and interventions would be necessary to mitigate the pandemic impact and improve the students' learning experience.

COVID-19: A literature review of the impact on diagnostic radiography students

INTRODUCTION

COVID-19 is a highly contagious viral disease declared a global pandemic in March 2020. Throughout the pandemic, radiography students have been working in hospitals on the frontline. The review aimed to search for evidence of the impact COVID-19 has had on diagnostic radiography students and consider whether additional support and learning needs to be implemented.

METHODS

A literature search strategy applied keywords, BOOLEAN search operators, and eligibility criteria on PubMed, Medline, and Google Scholar databases. Cormack's (2000) critique framework was chosen to methodologically appraise the mixed-method studies to evaluate the quality, validity and rigour.

RESULTS

The search decisions were displayed in a PRISMA flowchart to evidence the process to identify the found articles comprised of two surveys, two semi-structured interviews and one case study. The findings identified common and reoccurring themes of personal protective equipment, mental wellbeing, accommodation and travel, assessments and learning, and transitioning to registration.

CONCLUSION

The literature suggests that students felt positive impacts of the pandemic, such as being prepared for registration. However, negative effects included the fear of contracting the virus, anxieties of working with ill patients, impracticalities of accommodation and travel during clinical placement, and the adaption to online learning.

IMPLICATIONS FOR PRACTICE

Clinical staff and universities need to work together to ensure students are mentally and physically supported during the pandemic. Regular meetings and agreed channels of communication with students will allow any issues to be brought to attention and addressed. In addition, employers should recognise that newly qualified radiographers will need extra support.

[Distanciamiento social por COVID-19: efectos en la rutina de estudiantes universitáriosSocial distancing during COVID-19: Effects on daily routine of college students]

Introduction

In response to the SARS-CoV-2 pandemic, the World Health Organization recommended social distancing as a strategy to mitigate the impacts of the coronavirus disease. Among measures adopted to avoid crowds, universities then switched to virtual education. The objective is to reflect on the influence of social distancing during COVID-19 on the daily routine of health sciences students.

Materials and methods

A systematic literature review was conducted by searching on PubMed, MEDLINE, LILACS, bioRxiv, medRxiv, as well as BVS and the World Health Organization site for COVID-19 (WHO COVID-19) databases, using combined descriptors such as "coronavirus infections and health science students" and "COVID-19 and health science students". A total of 1069 articles were initially found, being later refined to 23 for the study.

Results

were classified into 1) emotional competence disorder, 2) education, 3) eating, sleep and physical activity, and 4) various kind of impacts with frequent manifestations of anxiety, depression, stress, uncertainty distress and changes in physical activity and sleep habits. Student dropout in virtual programs is about 50% in all cases.

Conclusions

Knowing how social distancing influenced the daily routine of college students is important for universities to develop support programs tailored to current reality needs and implement future epidemic preparedness programs, helping reduce possible impacts.

Innovative strategies implemented by universities to support medical radiation science students during the COVID-19 pandemic

The global COVID-19 pandemic has impacted all facets of life. In medical radiation science (MRS) education, the effects on continuity of learning were felt by educators, students and clinical supervisors both nationally and internationally. The focus of this commentary is on the common elements that impacted MRS students, specifically related to cancelled clinical placements and the interruption to their academic progress at university. An outline is provided of some innovative strategies implemented by universities and clinical departments to support students' academic progress, continuity of clinical experiences, their transition from students to practitioners and overall strategies to support student wellbeing. The recent published literature illustrates novel responses to shared challenges faced, and an opportunity to learn from collective experiences.

Joining the workforce during the COVID-19 pandemic: views of Allied Health Profession students

In the United Kingdom, the onset of the COVID-19 pandemic placed great pressures on universities to ensure final year health care students completed their studies earlier than planned in order to join the National Health Service workforce. This study aimed to explore the anticipations and support needs of final year allied health profession students transitioning to practice during a pandemic. Final year university students across seven healthcare professions were asked to complete an online survey. Demographic data were analyzed by descriptive statistics and responses to open questions were explored using content analysis. Sixty participants completed the survey. Content analysis regarding students' anticipations, fears, and support needs identified the following themes: professional identity and growth; opportunities for improvement; preparedness for transition from university to the workplace, the workplace environment; COVID-19; support from lecturers; daily support within the workplace and innovative methods of support. Although the transition from student to practitioner continues to be a stressful period, only a minority of participants reported COVID-19 as an explicit stressor. However, as the effects of COVID-19 continue to evolve in the United Kingdom, universities and healthcare trusts must ensure adequate supports are in place for recent graduates navigating this transition during a healthcare crisis.

Transitioning into the workforce during the COVID-19 pandemic: Understanding the experiences of student diagnostic radiographers

Introduction

The COVID-19 pandemic, with associated pressures on healthcare services and workforce, had implications for final year Diagnostic Radiography students completing their training and transitioning into employment. The aim of this study was to explore their experience as novice practitioners starting work and integrating into the workforce during a time of national crisis.

Methods

Five early career Diagnostic Radiographers, eligible to join the temporary HCPC register, were recruited. One to one interviews were completed online exploring their thoughts, feelings and experiences. Participants had the option of using photographs to aid communication.

Results

Interviews were transcribed, emerging themes identified and coded. Four main themes emerged specifically related to the COVID-19 pandemic, (i) perceived challenges associated with joining the workforce, (ii) managing expectations and unexpected outcomes during transition, (iii) adapting to changes in systems and structures, (iv) sense of uncertainty relating to professional identity. The impacts were experienced beyond the work environment into social and personal lives. Participants demonstrated resilience as they adapted to their shifting lives and drew on the support of clinical colleagues and University academics for help. They did report feelings of concern and anxiety. The participants all expressed a sense of feeling valued and supported in their new roles.

Conclusion

The Pandemic was unprecedented and created uncertainty in terms of workforce requirements. This study highlights the personal impact and professional responses of novice practitioners, who felt a sense of duty and care to help support the NHS and others.

Implications for practice

This will help in the understanding of the transition of student into employment and what wider support needs to be in place prior, during and after this phase.

A review of the impact of the COVID-19 pandemic on pre-registration medical radiation science education

Objective

The COVID-19 pandemic has changed traditional ways to provide pre-registration medical radiation science (MRS) (medical imaging and radiation therapy) education. This literature review explores the published pre-registration MRS education curriculum adaptations implemented in response to the pandemic and effects of the adaptations on stakeholders.

Key findings

Eleven articles were identified through a systematic literature search. The included articles covered the pre-registration MRS curriculum adaptations implemented in response to the pandemic in 12 countries of five continents. Through changing content delivery and assessment modes from face-to-face to online, non-practical classes and academic assessments could continue without significant interruptions. However, cancellation/postponement of practical classes and clinical placements was common during COVID-19 lockdown. Simulated learning was used by some institutions to replace some practical classes and placements. Among the stakeholders of MRS education (students, academics and clinical educators), the students were most affected. The main impacts were negative psychological effects and learning experiences. For the academics, they had common concerns about online learning quality and assessment integrity.

Conclusion

This review of the early publications in the first year of the pandemic provides an illustration of the MRS curriculum adaptations implemented in five continents covering both English and non-English speaking countries and their effects on the stakeholders as yet. It is expected that more articles on this area will be published over time and hence allowing a more comprehensive review in the future.

Implications for practice

The included articles show provision of wellbeing support, good planning of online content delivery based on sound pedagogical approaches, implementation of computer-based simulation tools suitable for home-based learning environment and use of authentic online assessments would address the impacts on the students and academics.

The impact of the Covid-19 pandemic on the mental health and work morale of radiographers within a conventional X-ray department

INTRODUCTION

There is a plethora of literature that has described the negative impact of the COVID-19 pandemic on the mental health of healthcare staff worldwide. Our aim was to investigate the physical and mental demands of mobile x-ray imaging on radiographers during the first wave of the COVID-19 pandemic, within a local NHS Trust.

METHODS

A total of 16 participants from 1 NHS Trust took part within this study. Both quantitative and qualitative data was obtained through an online survey. Statistical data was obtained via the Trust Radiology Information System (RIS). Data was gathered for the thirteen weeks from 23rd March to 21st June 2020 (the first wave); direct comparison was made to the same period in 2019.

RESULTS

Three key themes emerged from the data. These include mental health challenges/work morale in Radiology, demand of mobile imaging and departmental and Trust-wide mental health support. Results indicate a high demand in mobile imaging which has made a significant difference in the working life of some radiographers.

CONCLUSION

The COVID-19 pandemic has significantly affected the mental health of a proportion of radiographers at this Trust. Results indicate high workload and demand in mobile imaging has made a significant difference to the working life of radiographers, specifically the ones who were relatively newly qualified.

IMPLICATIONS FOR PRACTICE

Two key interventions are proposed from this study. The first one is to provide and promote mental health support within radiology departments. The second is to encourage dual working on mobile x-ray examinations to help manage the emotional and physical burden.