Identifying the extent to which effective supervision determines a constructive clinical learning experience for diagnostic imaging students.
Written in 2005; 7,673 words; 20 sources; MLA; $ 167.95
Paper Summary:
The paper shows that diagnostic imaging is a rapidly growing healthcare industry that involves the application of electromagnetic radiation to create images of internal structures of the human body with the goal of providing an accurate diagnosis of the patient's condition. It points out that a common theme in the literature review is the need for an increased receptiveness on the part of all healthcare practitioners, both senior clinicians as well as those in training, to improve interdisciplinary activities, as well as more effective communications and collaboration among the various imaging subspecialties. Regrettably, the same market forces that have driven the rapid growth of diagnostic imaging for the benefit of the healthcare consumer are the same forces that are fueling the growing tendency to use these techniques unnecessarily or for inappropriate purposes. The writer points out, however, that there are a lot of imaging machines out there that are going to require skilled and competent technicians to operate them.
Introduction
Review and Discussion
Background and Overview
Diagnostic Imaging Today
Identifying Effective Supervisory Techniques in Support of a Constructive Clinical Learning Experience
Current and Future Trends
Bibliography
From the Paper:
" According to Anreson and Carroll, "These external accrediting agencies for specialized services provide a means to legitimate the organization. Internal participants also make legitimacy evaluations that can affect their own levels of involvement and motivation" (p. 36). Just as the Holy Bible points out that "No man can serve two masters: for either he will hate the one, and love the other, or else he will hold to the one, and despise the other" (Matthew 6:24, KJV), Anreson and Carroll note that one or another of these internal or external assessments may represent the most important at any given time within certain areas of the organization and different sources of legitimacy may conflict with one another.
A fundamental consideration in this regard concerns the need for changing an organizational component that is not going to be easily changed. According to Amy C. Edmondson's essay, "Framing for Learning: Lessons in Successful Technology Implementation" (2003), "The decision to bring a new, innovative technology into a complex organization is only the first step in an implementation journey. Many new technologies disrupt existing organizational routines and relationships, requiring potential users to re-learn how to work together--a challenge that usually proves more difficult than anticipated" (p. 34). As a result, any type of new technology will cause the subsequent implementation process to take place along a variety of paths that are determined less by the unique qualities of the technology itself than by a complex interaction between the technology and the adopting organization. Edmonson suggests that "Those participating in an implementation effort may have considerable leeway in how to interpret the technology's benefits and challenges, and so the same technology can be seen differently and can elicit different responses, even in organizations that may appear quite similar (p. 35)."
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