Dissertation Abstract

Identification of Entry-Level Competencies for Associate Degree Radiographers as Perceived by Primary Role Definers.

The primary purpose of this study was to identify those competencies needed by Associate Degree Radiographers when they assume employment as entry-level practitioners. A second purpose of the study was to rank order the identified competencies within the role delineations recognized by the Essentials and Guidelines of an Accredited Educational Program for the Radiographer. These role delineations include: radiation protection, exercise discretion and judgment, emergency and life saving techniques, patient care and interpersonal communication, and role as professional member. A third purpose of the study was to examine the degree on consensus on role definition of entry-level competencies needed by Associate Degree Radiographers as perceived by primary role definers (such as employers, employees, and educators), and by other selected variables: age, sex, length of experience in radiologic technology, level of formal education, and place of employment (type and size of institution).

Based on a review of the related literature and research, 63 behaviorally stated competencies, examined and approved by a panel of 33 experts in Radiologic Technology, were developed and used as the basis for obtaining data for the study. The competency statements were incorporated into a questionnaire used to secure data from a random selection of Registered Radiographers in North Carolina. Of the 672 potential respondents, 401 (59.7 percent) supplied usable data for the analysis. The data were statistically analyzed using Kendall Coefficient of Concordance:W and Spearman Rank Correlation Coefficient:r(,s). A major finding of this study was that respondents did not differ significantly in their ranking of entry-level competencies needed by Associate Degree Radiographers when the responses were analyzed according to position, age, sex, length of experience, level of education, or place of employment (type and size of institution). Also there was complete agreement on the ranking of competencies by respondents subsumed under the five selected role categories: radiation protection, exercise discretion and judgment, emergency and life saving techniques, patient care and interpersonal communication, and role as professional member. Another important finding was that respondents considered all of the 63 competencies as important and needed by Associate Degree Radiographers upon initial employment. The lowest mean rated competency was considered well above moderate importance. In addition the study indicated that high emphasis should be placed on the competencies subsumed under radiation protection, and at least to one competency subsumed under role as professional member.

A major conclusion and recommendation of this study, in view of the high agreement on the rank ordering of competencies, was that these competencies should be included in a competency-based education model. The role definition of necessary entry-level competencies as perceived by primary role definers has implications for the organization, development, and implementation of such a competency-based model for associate degree curricula in radiologic technology. It was further recommended that a three-way system of communication between employers, employees, and educators be considered in order to pool resources and to increase understanding of each position group's contribution and influence on entry-level Associate Degree Radiographers. Such efforts may provide optimal conditions whereby role definers can work together effectively to bring about curriculum renewal in response to the real world of practice. General research recommendations included research into: (1) opinions of other relevant role definers concerning the entry-level competencies needed by Associate Degree Radiographers; (2) role preparedness and actual role performance as perceived by Associate Degree Radiographers currently employed in North Carolina; (3) the relative effectiveness of various methods and measurement techniques for arriving at priorities among identified entry-level competencies; and (4) the role continuing education and inservice education has played in maintaining and augmenting the competency of Associate Degree Radiographers.

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