Radiographer skills gap emerges in treating children with communication disabilities
A new study reveals that radiographers lack consistent strategies for engaging children with special communication needs during imaging procedures, potentially compromising diagnostic quality and increasing patient anxiety. The finding highlights a training gap that healthcare systems and radiology departments must address to improve outcomes and operational efficiency.
Originaltitel: Radiographers’ perceived ability to involve children with special communication needs in radiographic procedures
INTRODUCTION: The radiology department can be a novel and potentially anxiety-inducing environment for children, especially for those with special communication needs. This anxiety may hinder their ability to participate effectively in radiographic procedures. Radiographers are responsible for obtaining diagnostic-quality images, often requiring active participation from the child, which in turn depends on the radiographer's competence in employing suitable engagement strategies. This study aims to investigate the strategies that radiographers use when interacting with children who have special communication needs, as well as the extent to which these strategies influence radiographers' perceived ability to involve these children in radiographic procedures. METHODS: A mixed-methods approach was employed to comprehensively address the study aim. A questionnaire containing Likert-scale items and open-ended questions was distributed across three radiology departments. The open-ended questions were aligned with specific Likert-scale items to provide a deeper understanding of responses. RESULTS: Radiographers who perceived themselves as highly capable of involving children with special communication needs in radiographic procedures reported using four primary strategies: distracting the child, focusing on the child, structuring the procedure, and creating a relaxed atmosphere. A strong positive correlation was observed between the radiographers' ability to allow the child to express their feelings and their ability to actively listen to the child. Additionally, the radiographers' ability to display compassion was strongly correlated with maintaining a positive approach. CONCLUSION: Sensitivity to the child's needs is reflected in the ability to focus on the child and employ distraction techniques when appropriate. Additionally, professional skills manifest through structuring the procedure effectively and creating a relaxed atmosphere. These strategies collectively contribute to a person-centered encounter during a radiographic procedure with children with SCN.