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RHB TOC 2016

PALM BEACH STATE COLLEGE RADIOGRAPHY PROGRAM HANDBOOK

TABLE OF CONTENTS

1. Mission and Goals of Program 2. Curriculum and Academic Calendar 3. Grading Scale and Policies for Academic Progress

Student Counseling Form 4. Termination, Re-admission and Health Science Appeals Process

Grievance/Problem Resolution Form 5. Credentialing and Program Accreditation

Registry Examination- ARRT State Credentials- Department of Health JRCERT Standards, Accreditation and Reporting Violation of Standards

6. Health Policies Reporting Illness and/or Incidents- Consortium Insurance Radiation Safety Pregnancy Policy Substance Abuse Policy Health Screening and Background Check

7. Classroom, Lab and Clinical Policies and Procedures Classroom, Clinic and Lab Demeanor and Rules for X-ray Lab Transportation and Requirements for Clinical Education and Assignments Medical Liability Insurance and Clinical Supervision CEC Rules and Regulations, Merits and Demerits and Dress Code Standard Precautions and Lab Skills Evaluation Form

8. Clinical Education Centers and Personnel 9. Clinical Rotation Schedules and Forms 10. Clinical Attendance Policy, Records and Absence Report Form 11. Competency Procedures 12. Orientation Check List 13. Clinical Evaluation Procedures 14. Clinical Rotation Exit Evaluation 15. Competency Check List 16. Examination Log Sheet 17. Examination Tally Sheet 18. Monthly Clinical Evaluation 19. Evaluation by Technologist 20. Clinical Competency Evaluation Instructions and Form 21. Special Modalities and O2, IV, and Vital Sign Evaluation Forms 22. Alternate Shift Evaluation Form 23. Merit / Demerit - Disciplinary Action Forms 24. Clinical Grade Report 25. Practice Standards for Radiologic Technologists 26. Code of Ethics for Radiologic Technologists 27. Patient Bill of Rights 28. Student Signature Page for Memo of Agreement

Mission 2016

MISSION STATEMENT The mission of the Palm Beach State College Radiography Program is to graduate students with entry-level employment skills required of a professional radiographer. Fulfillment of the program’s mission is assessed by the degree to which the program achieves the following learning outcomes:

1. Students/graduates will demonstrate clinical competence. Student learning outcome:

a. Students will produce diagnostic quality radiographic studies. b. Students will deliver appropriate patient care while maintaining a safe

environment according to OSHA and ALARA principles. 2. Students will demonstrate problem solving and critical thinking skills.

Student learning outcomes: a. Students will manipulate technical factors for non-routine exams. b. Students will evaluate images for diagnostic quality.

3. Students will communicate effectively.

Student learning outcomes: a. Students will demonstrate written communication skills. b. Students will demonstrate oral communication skills.

4. Students will demonstrate an understanding of professionalism.

Student learning outcomes: a. Students will prepare a career plan outlining educational and advancement

opportunities. b. Students will maintain ethical and professional values.

5. Program Effectiveness Measures:

a. Graduates will successfully pass the ARRT exam at 1st attempt. b. Graduates seeking employment will be employed within six months of

graduation. c. Students will successfully complete the program. d. Graduates will be satisfied with their education. e. Employers will be satisfied with the performance of newly hired

graduates.

Update Approved by Curriculum Committee 9.26.2013

PALM BEACH STATE COLLEGE

RADIOGRAPHY PROGRAM CURRICULUM OUTLINE

SELECTIVE ADMISSIONS CRITERIA BSC 1085 Anatomy & Physiology I/Lab 4 SPRING I SPRING II RTE 1000 Intro.to Radiography 3 RTE 2613 Rad. Physics 3 RTE 1503 Rad. Procedures I 3 RTE 2533 Rad. Procedures IV 3 RTE 1503L Rad. Procedures I Lab 1 RTE 2533L Rad. Procedures IV Lab 1 RTE 1804 Rad. Clinical Education I 3 RTE 2834 Rad. Clinical Ed. IV 3 BSC 2086 Anatomy & Physiology II/lab 4 ENC 1101 College Composition 3 _____ CGS 1570 Microcomputer Apps. 3 _____ _______ 14 cr. 16 cr. SUMMER I SUMMER II RTE 1513 Rad. Procedures II 2 RTE 2563 Adv. Medical Imaging 3 RTE 1513L Rad. Procedures II Lab 1 RTE 2395 Radiobiology 3 RTE 1814 Rad. Clinical Education II 2 RTE 2844 Rad. Clinical Ed. V 2 RTE 1401 Radiographic Imaging I 2 RTE 1401L Radiographic Imaging I Lab 1 ____ _____ 8 cr. 8 cr. FALL I FALL II RTE 1457 Radiographic Imaging II 2 RTE 2130 Pharmacology for M.I. 3 RTE 1457L Radiographic Imaging II Lab 1 RTE 2473L Rad. Seminar 2 RTE 1523 Rad. Procedures III 3 RTE 2854 Rad. Clinical Ed. VI 3 RTE 1523L Rad. Procedures III Lab 1 PSY 2012 Psychology 3 RTE 1824 Clinical Ed. III 3 Humanities Elective 3 MAC 1105 Algebra for College Students 3 MAC 1105 College Algebra (or higher) 3 _____ _____ 10 cr. 15 13 cr. 14 cr. Total Program Credits 77


ABSTRACT OF CURRICULUM OUTLINE

SELECTIVE ADMISSIONS CRITERIA BSC 1085 Anatomy and Physiology I 3 BSC 1085L Anatomy Lab I 1 TERM I - SPRING I LEC. LAB CLINIC CREDITS RTE 1000 Introduction to Radiography 3 0 0 3 RTE 1503 Radiographic Procedures I 3 0 0 3 RTE 1503L Radiographic Procedures I Lab 0 2 0 1 RTE 1804 Radiography Clinical Education I 0 0 24 3 BSC 2086 Anatomy and Physiology II 3 0 0 3 BSC 2086L Anatomy Lab II 0 2 0 1 TOTAL 9 4 24 14 TERM II - SUMMER I RTE 1401 Radiographic Imaging I 2 0 0 2 RTE 1401L Radiographic Imaging I Lab 0 2 0 1 RTE 1513 Radiographic Procedures II 2 0 0 2 RTE 1513L Radiographic Procedures II Lab 0 2 0 1 RTE 1814 Radiography Clinical Education II 0 0 24 2 TOTAL 4 4 24 8 TERM III - FALL I RTE 1457 Radiographic Imaging II 2 0 0 2 RTE 1457L Radiographic Imaging II Lab 0 2 0 1 RTE 1523 Radiographic Procedures III 3 0 0 3 RTE 1523L Radiographic Procedures III Lab 0 2 0 1 RTE 1824 Radiography Clinical Education III 0 0 24 3 MAC 1105 Algebra for College Students 3 0 0 3 TOTAL 8 4 24 13


TERM IV - SPRING II LEC. LAB CLINIC CREDITS RTE 2533 Radiographic Procedures IV 3 0 0 3 RTE 2533L Radiographic Procedures IV Lab 0 2 0 1 RTE 2613 Radiographic Physics 3 0 0 3 RTE 2834 Radiography Clinical Education IV 0 0 24 3 ENC 1101 College Composition 3 0 0 3 CGS 1570 Microcomputer Applications 3 0 0 3 TOTAL 12 2 24 16 TERM V - SUMMER II RTE 2563 Advanced Med. Imaging 3 0 0 3 RTE 2395 Radiobiology 3 0 0 3 RTE 2844 Radiography Clinical Education V 0 0 24 2 TOTAL 6 0 24 8 TERM VI - FALL II RTE 2130 Pharmacology for Medical Imaging 3 0 0 3 RTE 2473L Radiographic Seminar 0 4 0 2 RTE 2854 Radiography Clinical Education VI 0 0 24 3 PSY 2021 Psychology 3 0 0 3 Humanities Elective 3 0 0 3 TOTAL 9 4 24 14


ABSTRACT OF CLINICAL PRACTICUM HOURS ACADEMIC PERIOD CLINICAL HOURS

YEAR I Term I - Spring I 384 Term II - Summer I 288 Term II - Fall I 384 Subtotal for Year I 1056

YEAR II Term IV - Spring II 384 Term V - Summer II 288 Term VI - Fall II 384 Subtotal for Year II 1056 TOTAL FOR THE TWO YEARS 2,112


COURSE DESCRIPTIONS RTE 1000: INTRODUCTION TO RADIOGRAPHY An introduction to Radiography to include an introduction to the program, profession, didactic, and clinical environments, radiation protection, x-ray production, interactions, principles of radiographic imaging, imaging equipment and radiographic technique. Prerequisite: HSC 1000 or equivalent RTE 1401: RADIOGRAPHIC IMAGING I In depth analysis of technique systems, radiographic technique, the Inverse Square Law, the fundamentals of physics, atomic structure, the electromagnetic spectrum, x-ray production, x-ray emission, x-ray interactions, and quality control. Laboratory exercises will be utilized to demonstrate clinical applications of the theoretical principles and concepts. Prerequisite: RTE 1000 RTE 1401L: RADIOGRAPHIC IMAGING I LAB Laboratory exercises to accompany RTE 1401 demonstrate the clinical applications of technique systems, radiographic technique, the Inverse Square Law, x-ray production, x-ray emission, x-ray interactions, and quality control. Co-requisite: RTE 1401 RTE 1457: RADIOGRAPHIC IMAGING II In depth analysis of image formation, construction and function of film, intensifying screens, cassettes, beam restrictors, and grids, film processing, processors, and darkroom chemistry, image quality, quality control, and the theory and practice of safe exposure values. Laboratory exercises will be utilized to demonstrate clinical applications of the theoretical principles and concepts. Prerequisite: RTE 1401 RTE 1457L: RADIOGRAPHIC IMAGING II LAB Laboratory exercises to accompany RTE 1457 demonstrate the clinical applications of film, intensifying screens, cassettes, beam restrictors, grids, film processing, processors, darkroom chemistry, image quality and quality control. Co-requisite: RTE 1457 RTE 2613: RADIOGRAPHIC PHYSICS In depth analyses of the electricity, magnetism, electromagnetism, electric generators, motors, transformers and rectifiers, construction and function of x-ray tubes, the use of tube rating charts, x-ray system components and schematics, fluoroscopic systems, video systems, and an introduction to the concepts of digital imaging. Prerequisite: RTE 1457


RTE 2395: RADIOBIOLOGY Analysis of the production of x-rays, ionizing radiation, x-ray interactions with matter, biologic effects, radiobiology, early and late effects of radiation, radiation monitoring, and protection for both the patient and the radiographer. Prerequisite: RTE 1457 RTE 2473L: RADIOGRAPHY SEMINAR Preparation of new graduates for entry into the field of medical imaging and the transition to the role of professional care-giver. An in depth analysis of professional competencies required for entry into the workplace including: radiographic procedures, patient care, image production and evaluation, equipment operation and maintenance, radiation protection, and evaluation processes. Prerequisite: RTE 2395 RTE 1503: RADIOGRAPHIC PROCEDURES I This course is designed to provide the Radiography student with instruction in radiographic examinations of the chest, abdomen, upper extremities and shoulders. An introduction to medical terminology, radiographic terminology and the fundamentals of patient care is made. Co-requisite: RTE 1804 RTE 1503L: RADIOGRAPHIC PROCEDURES I LAB Laboratory to accompany RTE 1503 provides the Radiography student with an opportunity to simulate radiographic examinations of the chest, abdomen, upper extremities, and shoulders. Emphasis is placed on the fundamentals of patient care and image evaluation. Co-requisite: RTE 1503 RTE 1513: RADIOGRAPHIC PROCEDURES II This course is designed to provide the Radiography student with instruction in radiographic examinations of the lower extremities, gastrointestinal system and biliary system. Special emphasis of radiographic anatomy, surface landmarks, positioning technique, pathology and image evaluation shall be made. This course includes discussion of patient care and medical terminology related to course topics. This course also includes the composition, use and effects of contrast media on the human body. Prerequisite: RTE 1503, Co-requisite: RTE 1814


RTE 1513L - RADIOGRAPHIC PROCEDURES II LAB Laboratory to accompany RTE 1513 provides the Radiography student with an opportunity to simulation of radiographic examinations of the lower extremities, gastrointestinal systems, and biliary system. Special emphasis of radiographic anatomy, surface landmarks, positioning, technique, pathology and image evaluation will be made. RTE 1523: RADIOGRAPHIC PROCEDURES III Continuation of study in Radiologic anatomy, positioning, pathology and film critique with emphasis radiography of the genitourinary system, tomography, vertebral column, and bony thorax. Other topics to be covered include long bone measure, bone age and bone densitometry. This course includes discussion of patient care and medical terminology related to course topics, as well as the use and effects of contrast media on the human body. Prerequisite: RTE 1513, Co-requisite: RTE 1824 RTE 1523L - RADIOGRAPHIC PROCEDURES III LAB Laboratory to accompany RTE 1523 provides the student with an opportunity to simulate radiographic examination of the genitourinary system, vertebral column, and bony thorax. Special emphasis of anatomy, landmarks, positioning, technique and image evaluation will be made. Co-requisite: RTE 1523 RTE 2533: RADIOGRAPHIC PROCEDURES IV This course provides continued study in radiologic anatomy, positioning, pathology and image evaluation with emphasis on the skull and special procedures. Topics include sinuses, mastoids, facial bones and orbits. This course also provides instruction in mammography, operative procedures, myelography and other special procedures. This course includes discussion of patient care, contrast media and medical terminology related to course topics. Prerequisite: RTE 1523, Co-requisite: RTE 2834 RTE 2533L - RADIOGRAPHIC PROCEDURES IV LAB Laboratory to accompany RTE 2533 provides the student with the opportunity to simulate exams of the skull, facial bones and selected special procedures. Topics include sinuses, mastoids, facial bones, orbits, mammography, operative procedures, myelography and other special procedures. Co-requisite: RTE 2533


RTE 2563: ADVANCED MEDICAL IMAGING This course prepares the radiographer to conduct diagnostic vascular procedures and patient care in angiography, peripheral venography, vascular and non-vascular interventions. An introduction to cross-sectional anatomy, CT, MRI, sonography, nuclear medicine and radiation therapy is provided. Students will research and present a topic in a selected advanced radiologic modalities. Prerequisite: RTE 2553, Co-requisite: RTE 2844 RTE 2136: PHARMACOLOGY FOR MEDICAL IMAGING This course provides instruction in pharmacology and drug administration for the medical imaging professional. The principles of patient care, assessment, education, charting and emergency response are discussed. Finally, a workshop for career preparation, licensure and job search is conducted. Prerequisite: RTE 2563 or Registered Technologists RTE 1804: RADIOGRAPHY CLINICAL EDUCATION I This course is designed to provide the student with the practical application, in a supervised clinical setting, of the theory covered in RTE 1503 and RTE 1000. Rotations through selected areas of the Radiography Department allow the student to gain firsthand experiences in image management and transportation of patients. The student will observe, assist and perform basic radiographic procedures (chest, abdomen and extremities) under direct supervision. This course meets 24 hours per week. Prerequisite: HSC 1000, Co-requisite: RTE 1503 RTE 1814: RADIOGRAPHY CLINICAL EDUCATION II A continuation of RTE 1804L with students performing radiographic examination under direct supervision in Clinical Education Centers. Emphasis is placed upper and lower extremities, gastrointestinal tract and biliary system procedures and image evaluation. Meets 24 hours per week. Prerequisite: RTE 1804 RTE 1824: RADIOGRAPHY CLINICAL EDUCATION III A continuation of RTE 1814 with students performing radiographic examination under direct supervision in Clinical Education Centers. Emphasis is placed on the spine, genitourinary system, thorax, and image evaluation. Students will begin to perform procedures with indirect supervision. Meets 24 hours per week. Prerequisite: RTE 1814


RTE 2834: RADIOGRAPHY CLINICAL EDUCATION IV A continuation of RTE 1824 with students performing procedures taught in previous clinical courses. Emphasis is placed on the radiography of the skull and special procedures. Meets 24 hours per week. Includes image evaluation. Prerequisite: RTE 1824 RTE 2844: RADIOGRAPHY CLINICAL EDUCATION V A continuation of RTE 2834 with students perfecting positioning skills and learning to work independently. Clinical rotation through Special Procedures, mammography, Radiation Oncology, CT, MRI, Nuclear Medicine and Ultrasound, at the end of which, each student will be able to discuss the theoretical and clinical application of each modality. Includes image evaluation. Meets 24 hours per week. Prerequisite: RTE 2834 RTE 2854: RADIOGRAPHY CLINICAL EDUCATION VI A continuation of RTE 2844 with students practicing positioning skills with indirect supervision. Emphasis is placed on completing clinical competencies. Rotations through advanced imaging modalities are included. Includes image evaluation. Meets 24 hours per week. Prerequisite: RTE 2844

Grading Scale and Policy 20130404

GRADING SCALE AND PROGRAM POLICIES FOR ACADEMIC PROGRESS GRADING SCALE RTE Courses - Classroom and Clinical A = 92 -100 B = 84 - 91 C = 75 - 83 D = 67 – 74 F = 0 - 66 The Radiography Program is a full-time, maximum 40 hours/week program. Students are in class on the days that they are not in clinic. Classes and clinic hours are scheduled between the hours of 7 a.m. - 4:00 p.m.; occasionally the student will be finished earlier or may have to stay later for a class, clinic assignment, or lab. Students must maintain a grade of “C” in all course work to continue in the program. Students who earn a grade below a C in RTE courses in any single semester will be dismissed from the program.

Counseling 2016

PALM BEACH STATE COLLEGE RADIOGRAPHY PROGRAM

STUDENT COUNSELING Name: ________________________ Date: __________ Subject: ________________________ ____________________________________________________________________________________________

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Student Response: ___________________________________________________________________________________________

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________________________ ________________________ Student Signature Faculty Signature

Palm Beach State College Radiography Program

1st –Year Student Progress Report

Student: _______________________________________ Date:___________________

Midterm: _____ Final: _____

Academic & Clinical Performance

Spring Current Grade RTE 1000 Introduction to Radiography RTE 1503 Procedures I/Lab RTE 1804 Clinical Ed. I* Summer RTE 1814 Clinical Ed. II* RTE 1513 Procedures II RTE 1513L Procedures II Lab RTE 1418 Exposure I RTE 1418L Exposure I Lab Fall RTE 1824 Clinical Ed. III* RTE 1523 Procedures III RTE 1532 L Procedures III Lab RTE 1457 Exposure II RTE 1457L Exposure II Lab Notes / Concerns: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Signatures: ______________________________________ Student

______________________________________ Program Director / Clinical Coordinator


2nd –Year Student Progress Report

Student: _______________________________________ Date:___________________

Midterm: _____ Final: _____

Academic & Clinical Performance

Spring Current Grade RTE 2834 Clinical Ed. IV* RTE 2533 Procedures IV RTE 2533L Procedures IV Lab RTE 2613 Rad. Physics Summer RTE 2385 Radiobiology RTE 2844 Clinical Ed. V* RTE 2563 Advanced Medical Imaging Fall RTE 2130 Pharmacology RTE 2854 Clinical Ed. VII* RTE 2473 Rad. Seminar Progress in general education/ complete? * See attached Clinical Grade Report

Notes / Concerns: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Signatures: ______________________________________ Student

______________________________________ Program Director / Clinical Coordinator

TERMINATION, RE-ADMISSION AND DUE PROCESS The Grounds for Dismissal are listed below. A student may be dismissed from the program at any time during their training for violation of any of the following: 1. Failing grades in Radiography and/or college courses. 2. Insubordination. 3. The conviction and/or known use of, distribution of, or possession of illegal drugs

or controlled substances. 4. Failure to accomplish clinical assignments and objectives. 5. Unprofessional or unethical conduct, including criminal arrest. 6. Cheating in related or professional courses. 7. If a hospital requests a student be removed for violations of hospital or

departmental policy or procedure. Re-admission to the program may be requested by following the process below. 1. Students who have successfully completed one or more terms and wish to reapply

for admission to the Radiography Program must contact the Program Director and request their file be reactivated.

2. Students who withdraw passing from the program must make application for re-admittance to the Radiography Program one semester prior to re-entering the program and no later than five (5) years after dropping out.

3. Students who withdraw or have been dismissed must: a. Make application to the program one semester in advance. b. Be considered by a review panel selected by the Department Chair,

composed of instructors and members of the Business Partnership Council. An interview may be required.

4. All students who apply for re-admittance to the program may be required to take challenge exams one semester prior to re-admittance to help determine the point at which the students will be allowed to re-enter the program.

5. Students who withdraw passing, failing or have been dismissed, have no guarantee of re-admittance to the program.

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Effective: 11/ 7/ 2006

Reviewed: 7/07

Revised: 1/08, 4/09

Approved By: College attorney, April 28, 2009

PALM BEACH STATE COLLEGE

HEALTH SCIENCE//EMS

DISCIPLINARY PROCEDURE

The Health Science/EMS Safety Disciplinary Procedure will apply to all students who

have been accepted, including provisional acceptance into the following programs:

Dental Assisting (DA)

Dental Hygiene (DH

Emergency Medical Technician (EMT-B)

Emergency Medical Services (EMS)

Health Information Management (HIM)

Massage Therapy (MT)

Medical Assisting (MA)

Medical Information Coder/Biller (MC/B)

Medical Transcription (MT)

Nursing (RN)

Paramedic (EMT-P)

Patient Care Assistant (PCA)

Practical Nursing (PN)

Radiography (RT)

Respiratory Care (RRT)

Diagnostic Medical Sonography (DMS)

Surgical Technology (ST)

All Health Sciences Advanced Technical Certificate and Continuing

Education programs

At the time of admission to the program, the student must sign an acknowledgement of

receipt of the Health Science/EMS Disciplinary Process. Students will receive copy of

signed acknowledgement.

Disciplinary action shall be progressive in nature. Upon the first violation, the student

may receive a documented verbal warning unless the violation is serious enough to

warrant more serious discipline at the first occurrence. Violations of the program’s code

of conduct are categorized as either Group 1, 2, or 3 Offenses with Group 1 Offenses

being less serious in nature resulting in corrective counseling to Group 3 Offenses may in

certain cases warrant dismissal from the program. Violations of any group may result in

recommendation for program dismissal.

The Health Science/EMS disciplinary/due process/appeal process governs for

program violations rather than the PALM BEACH STATE COLLEGE general

student handbook disciplinary procedures.

By signing this document, the student acknowledges s/he has read and agrees to

abide by the process.

____________________________________________Date_______________________

Student’s signature

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Reviewed: 7/07

Revised: 1/08, 4/09


DISCIPLINARY PROCEDURE

Each Palm Beach State College student must follow the student code of conduct as

published in the Palm Beach State College Student Handbook. In addition, all students

enrolled in Health Sciences/EMS Programs must also follow the code of conduct and

policies and procedures, as attached in this handbook.

The Disciplinary Process is a measure taken to develop and train Health Sciences and

EMS students of the expectations while enrolled in the program and those which are

expected in the employment setting. Disciplinary action will provide fair treatment for

the student while protecting and maintaining the effective operations and academic

integrity of the Health Sciences and EMS Programs.

1. Health Science and EMS students will be counseled or disciplined when

he/she has violated the program rules, regulations or code of conduct or has

demonstrated behavior and/or performance that do not meet the high standards

expected of the program.

2. All counseling and discipline actions will be documented in writing by the

responsible staff member(s) and the student. A copy of the documentation will

be kept in the student’s file.

3. Any Group violation may result in recommendation for dismissal from the

Health Science or EMS program. A summary of the outcome of program

violations will be provided to the Dean of Student Services for student record.

Group 1 Offenses:

1. Use of inappropriate, indecent, and/or obscene language, use of any lewd, racial, ethnic

or sexual statement or innuendo, and/or indecent gestures or conduct. 2. Non-observance of the Program Dress Code and required personal grooming standards.

Any debate over appropriateness of the student’s attire shall be decided by the authorized

instructor/preceptor, not the student. 3. Failure to follow chain of command.

4. Failure to act in a professional manner in all settings.

5. Absences without notification for designated lecture, lab, or clinical.

6. Arrive late to lecture, lab or clinical without prior notification. 7. Arrive late to any scheduled test/exam.

8. Smoke or chew tobacco while in classroom, lab, or clinical assignment.

9. Any conduct by act or omission deemed unacceptable or inappropriate to good order and discipline.

Group 2 Offenses:

1. Receive three separate documented verbal warnings from Group 1 or two documented verbal warnings of the same Group 1 offense.

2. Commit academic dishonesty by cheating, submission of fraudulent documentation,

forgery, plagiarism or falsified reports.

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Revised: 1/08, 4/09


3. Failure to report student(s) who knowingly help or are present when another student

violates academic behavior standards.

4. Behave with intent to detract, disrupt, endanger or harass the education of another student

or students. 5. Leave assigned area to include classroom, lab, or clinical setting without notifying

instructor.

6. Perform duties and/or skills outside the scope of practice as student. 7. Unauthorized examination of a patient without an instructor or preceptor present.

8. Failure to adhere to OSHA Guidelines by not properly maintaining Body Substance

Isolation (BSI) and/ or proper utilization of Personal Protective Equipment (PPE).

9. Disrespectful, insolent, or abusive conduct directed at staff, instructors, guest speakers, visitors, or clinical staff. Any dispute between a student and clinical staff will be settled

by program staff, not the student.

10. Use of electronic devices to include, but not limited to cellular telephones, IPOD, MP3 while in classroom, lab, or clinical without prior consent on an instructor. All mobile

phones and pagers must be set in the ‘off’ mode.

Group 3 Offenses:

1. Receive three separate written reprimands from Group 1 or Group 2 or two written

reprimands of the same offense in either group.

2. Fail to notify program director/manager within 72 hours of any arrests while enrolled in the program.

3. Fail to notify program director/manager of any status change in licensure required during

enrollment in the program.

4. Possess, or be under the influence of, any controlled substances or alcohol while in the classroom, lab, or clinical settings, except for those substances prescribed by a physician

and documented by prescription.

5. Failure to submit to drug screen by given deadline while enrolled in program. 6. Possess any guns, illegal knives, or other lethal weapons while in the classroom, lab, or

clinical rescue settings.

7. Fraudulent and/or unauthorized use of the college name/logo. 8. Unauthorized use of college property.

9. Perform skills on which s/he has not yet be designated competent in skills lab and signed-

off by instructor.

10. Failure to comply with Health Insurance Portability and Accountability Act (HIPAA). 11. Be dismissed from a clinical site without immediate notification to program clinical

coordinator/director or program director/manager.

12. Dismissal from clinical site due to one following but not limited to: a. Compromise of patient safety

b. Insubordination

c. Abandonment of assignment

d. Violation of clinical facility policy 13. Failure to adhere to program accreditation standards or state statute requirements.

14. Any conduct perceived to be sexual harassment or hostile work/learning environment.

15. Conduct which threatens or endangers the health or safety of others, assault, threat, extortion and physical altercation (fighting).

16. Misuse of college/program property to include intentional damage or destruction of

property.

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Reviewed: 7/07

Revised: 1/08, 4/09


DUE PROCESS 1. A student’s violation of the program’s policies and procedures will be referred to

the program director/manager or designee for review and subsequent action.

2. A careful investigation will be conducted by the director/manager or designee.

This investigation can include but is not limited to gathering additional written

documentation and/or conferring with appropriate College personnel or witnesses.

3. If after careful investigation, the director/manager or designee determines that the violation is not supported by the evidence presented, the violation will be deemed

unfounded. No further action taken.

4. If the investigation reveals that a violation occurred, the student accused will be

notified in writing of the charges and advised that s/he is required to attend an

informal hearing with the program director/manager/designee.

5. During the informal hearing, the charges are read and explained to the student;

the student will be asked to respond to the charges and whether s/he has

questions.

6. If the student admits responsibility, the program director/manager or designee

notifies the student of the sanctions. The student can either accept or reject the

sanctions (documented verbal or written reprimands may not be rejected). If the

student rejects the sanctions, a formal disciplinary hearing will be convened by the program director/manager or designee per the Health Sciences/EMS Appeal

process. If the student accepts the sanction, s/he signs waiver accepting sanctions

and waiving right to formal hearing.

7. If the student denies responsibility, written notice informing the student of time

and place of formal hearing will be sent by certified letter to the address of record

with return receipt.

8. All disciplinary proceedings are confidential to the extent allowable by law.

9. In the case of more than one student involved in the incident, the program

director/manager or designee will determine if separate hearings will be held.

10. Pending the disciplinary hearing, the student may attend class and/or lab except

in the case of temporary suspension.

11. The Program burden of proof shall be based on a preponderance of the evidence.

12. Resolution of any situation not outlined in this process will be at the discretion of

the director/manager/or designee.

NOTICE OF FORMAL DISCIPLINARY HEARING

1. Notice of formal hearing provided in writing to student three (3) business days

in advance of the hearing by written notification either in person or by certified

mail with returned receipt.

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Revised: 1/08, 4/09


2. Notice of formal hearing to provide the student with notice of:

Charges filed;

Results of student’s informal hearing (student’s rejection of charges of

violating program code of conduct, or rejection of sanctions for accepted

charges of violation);

Hearings are open only to those involved in the process as determined by

the program director/manager or designee;

The right to face accusers at the formal hearing and direct questions to

witnesses through the committee chair, and the right to present witnesses

on his/her own behalf;

The right to not testify against himself/herself; this right shall not be

regarded as admission of responsibility. Should the student choose to ask

questions of witnesses or otherwise pursue a defense, this will not equate

to the student’s forfeiture of right to remain silent. Offering persona l

testimony in defense does negate the right to further remain silent;

The right to admit or deny responsibility for the charges or accept

sanctions at any point prior to the hearing;

The hearing may be recorded and the College will notify all parties as the

beginning of the hearing.

Temporary Suspension

A temporary suspension may be imposed when the program director/manager or designee

determines that the student’s continued presence on campus or any college related

activity or class constitutes an on-going danger to persons or property or ongoing

disruption or threat to the educational process. A suspension will be imposed for all

students who have been dismissed from their clinical site pending the outcome of the

informal or formal hearing.

Notice of temporary suspension will be provided to the student verbally in order to

become immediately effective. Within one business day of verbal notification, written

notification will be delivered to the student’s college email address and within three (3)

business days to the address of record.

Formal Discipline Committee

Upon rejection of charge of violating the program code of conduct or accepting

violation but rejection of the sanction to be imposed, the formal discipline

committee will hear the case.

The program director/manager or designee presents the charges, evidence and

witnesses.

The student accused provides their perspective, witnesses or documentation.

At the conclusion of the fact-finding portion of the hearing, the participants are

excused and in closed session, a decision is rendered by majority vote.

Committee’s recommendation is provided to the program’s associate dean.

The student is notified of final decision initially by student’s college email

address within two (2) business days and in writing within seven (7) business

days to the address of record by certified letter with return receipt.

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Reviewed: 7/07

Revised: 1/08, 4/09


Discipline Committee composition

The Health Sciences/ EMS Discipline Committee may be formed whenever there is a

case to be heard or a standing committee for the academic year. The committee shall be

composed of two (2) Health Science/EMS faculty, two (2) Health Science/EMS students

and one (1) Health Science/EMS administrator not directly involved with the program.

Registered Nursing (RN) Academic Standards Committee (per National League for

Nursing Accreditation Commission Standard # 1 Mission and Governance):

The RN Academic Standards Committee will be convened by the nursing director or

designee for resolution of a student violation. The committee shall be composed of

minimum (2) RN faculty and (1) nursing student.

Sanctions that may be imposed by the Health Sciences/EMS Programs include, but

are not limited to:

Dismissal—mandatory, immediate separation from the program with no promise

for future readmission

Suspension—mandatory immediate suspension from the program for a period of

time as specified in the sanctions

Disciplinary probation—notice that behavior in violation of code of conduct;

subsequent violation may result in suspension or dismissal

Disciplinary warning—notice the behavior is inappropriate and further issues will

result in more permanent and formal sanctions

Restitution—imposed for offenses involving damage to, destruction of, or

misappropriation of property in which the student agrees to restitution which may

mitigate further action

Other—written apologies, revocation of privileges, counseling or community

service

Appealing the Outcome of a Formal Hearing

A student who wishes to appeal the outcome of a formal disciplinary hearing should

contact the supervising office of the Dean (Dean of Health Sciences for Lake Worth,

Belle Glade programs and EMT at Palm Beach Gardens campus; Dean of Academic

Affairs at Boca Raton and Palm Beach Gardens). Appeals will only be heard if the

student can provide additional documentation or evidence that the hearing committee did

not hear or see at the time of the hearing. The Dean of Health Sciences or Dean of

Academic Affairs act as the President’s designee. The decision of the Dean is final

and exhausts the student’s academic remedies.

005 Credentialing 2016.doc6

REGISTRY EXAMINATION The American Registry of Radiologic Technologists currently offers its examination to graduates on computer at selected Pearson VUE Centers throughout the nation, the website is: http://www.pearsonvue.com/arrt/. Registry application packages are available in the program office and provided to students prior to graduation. The examination site will be chosen by students upon application to the A.R.R.T. The ARRT website is available at: http://www.arrt.org FLORIDA STATE CERTIFICATION All practitioners in Radiography in the State of Florida must be licensed by the Department of Health. After graduation from the program and paying the appropriate application fee, graduates will be issued a temporary certificate number, this number will remain in effect until the graduate sits for the A.R.R.T. Exam. Graduates of the program who pass the Registry will have their temporary certification number converted to a permanent number. The temporary number will be obtained through: (904) 487-3451 or 1-800- FLA-XRAY or at the website: https://ww2.doh.state.fl.us/DOHInitialApp/login.aspx For more information http://www.doh.state.fl.us/environment/radiation/radtech1.htm PROGRAM ACCREDITATION The Radiography Program is accredited by the Joint Review Committee for Education in Radiologic Technology (JRCERT), who provides peer review of the program's educational content and outcomes. The JRCERT Standards for an Accredited Educational Program in Radiologic Sciences outline the Program’s requirements for accreditation. Complaints and/or allegations regarding the Program’s non-compliance with the Standards are to be dealt with in the following manner:

Step 1. Department Chairperson- by written request and arranged conference. Step 2. Signed letter to the JRCERT 20 N. Wacker Dr. Suite 2850 Chicago, IL 60606-3182 312-704-5300

Program effectiveness data may be viewed at the JRCERT website at: http://www.jrcert.org The Standards for an Accredited Educational Program in Radiography may be found at this link: http://www.jrcert.org/sites/jrcert/uploads/documents/2011_Standards/Standards_2011-Radiography.pdf

Standards

for an Accredited Educational Program in Radiography

EFFECTIVE JANUARY 1, 2014

Adopted by: The Joint Review Committee on Education in Radiologic Technology - October 2013

Joint Review Committee on Education in Radiologic Technology 20 N. Wacker Drive, Suite 2850

Chicago, IL 60606-3182 312.704.5300 ● (Fax) 312.704.5304

www.jrcert.org The Joint Review Committee on Education in Radiologic Technology (JRCERT) is dedicated to excellence in education and to the quality and safety of patient care through the accreditation of educational programs in the radiologic sciences. The JRCERT is the only agency recognized by the United States Department of Education (USDE) and the Council on Higher Education Accreditation (CHEA) for the accreditation of traditional and distance delivery educational programs in radiography, radiation therapy, magnetic resonance, and medical dosimetry. The JRCERT awards accreditation to programs demonstrating substantial compliance with these STANDARDS. Copyright © 2014 by the JRCERT

Introductory Statement

The Joint Review Committee on Education in Radiologic Technology (JRCERT) Standards for an Accredited Educational Program in Radiography are designed to promote academic excellence, patient safety, and quality healthcare. The STANDARDS require a program to articulate its purposes; to demonstrate that it has adequate human, physical, and financial resources effectively organized for the accomplishment of its purposes; to document its effectiveness in accomplishing these purposes; and to provide assurance that it can continue to meet accreditation standards. The JRCERT accreditation process offers a means of providing assurance to the public that a program meets specific quality standards. The process helps to maintain program quality and stimulates program improvement through program assessment. There are six (6) standards. Each standard is titled and includes a narrative statement supported by specific objectives. Each objective, in turn, includes the following clarifying elements:

• Explanation - provides clarification on the intent and key details of the objective.

• Required Program Response - requires the program to provide a brief narrative and/or documentation that demonstrates compliance with the objective.

• Possible Site Visitor Evaluation Methods - identifies additional materials that may be examined and

personnel who may be interviewed by the site visitors at the time of the on-site evaluation to help determine if the program has met the particular objective. Review of additional materials and/or interviews with listed personnel is at the discretion of the site visit team.

Following each standard, the program must provide a Summary that includes the following:

• Major strengths related to the standard • Major concerns related to the standard • The program’s plan for addressing each concern identified • Describe any progress already achieved in addressing each concern • Describe any constraints in implementing improvements

The submitted narrative response and/or documentation, together with the results of the on-site evaluation conducted by the site visit team, will be used by the JRCERT Board of Directors in determining the program’s compliance with the STANDARDS.

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Standards for an Accredited Educational Program in Radiography

Table of Contents Standard One: Integrity ...............................................................................................................4 The program demonstrates integrity in the following: representations to communities of interest and the public, pursuit of fair and equitable academic practices, and treatment of, and respect for, students, faculty, and staff. Standard Two: Resources ..........................................................................................................23 The program has sufficient resources to support the quality and effectiveness of the educational process. Standard Three: Curriculum and Academic Practices ...........................................................35 The program’s curriculum and academic practices prepare students for professional practice. Standard Four: Health and Safety ............................................................................................47 The program’s policies and procedures promote the health, safety, and optimal use of radiation for students, patients, and the general public. Standard Five: Assessment ........................................................................................................57 The program develops and implements a system of planning and evaluation of student learning and program effectiveness outcomes in support of its mission. Standard Six: Institutional/Programmatic Data ......................................................................64 The program complies with JRCERT policies, procedures, and STANDARDS to achieve and maintain specialized accreditation. Awarding, Maintaining, and Administering Accreditation .....................................................73

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Standard One Integrity Standard One: The program demonstrates integrity in the following:

• Representations to communities of interest and the public, • Pursuit of fair and equitable academic practices, and • Treatment of, and respect for, students, faculty, and staff.

Objectives: In support of Standard One, the program: 1.1 Adheres to high ethical standards in relation to students, faculty, and staff. 1.2 Provides equitable learning opportunities for all students. 1.3 Provides timely, appropriate, and educationally valid clinical experiences for each admitted student. 1.4 Limits required clinical assignments for students to not more than 10 hours per day and the total

didactic and clinical involvement to not more than 40 hours per week. 1.5 Assures the security and confidentiality of student records, instructional materials, and other

appropriate program materials. 1.6 Has a grievance procedure that is readily accessible, fair, and equitably applied. 1.7 Assures that students are made aware of the JRCERT Standards for an Accredited Educational Program in Radiography and the avenue to pursue allegations of non-compliance with the STANDARDS. 1.8 Has publications that accurately reflect the program’s policies, procedures, and offerings. 1.9 Makes available to students, faculty, and the general public accurate information about admission

policies, tuition and fees, refund policies, academic calendars, clinical obligations, grading system, graduation requirements, and the criteria for transfer credit.

1.10 Makes the program’s mission statement, goals, and student learning outcomes readily available to

students, faculty, administrators, and the general public. 1.11 Documents that the program engages the communities of interest for the purpose of continuous

program improvement. 1.12 Has student recruitment and admission practices that are non-discriminatory with respect to any

legally protected status such as race, color, religion, gender, age, disability, national origin, and any other protected class.

1.13 Has student recruitment and admission practices that are consistent with published policies of the

sponsoring institution and the program.

1.14 Has program faculty recruitment and employment practices that are non-discriminatory with respect to any legally protected status such as race, color, religion, gender, age, disability, national origin, and any other protected class.

1.15 Has procedures for maintaining the integrity of distance education courses.

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1.1 Adheres to high ethical standards in relation to students, faculty, and staff. Explanation: High ethical standards help assure that the rights of students, faculty, and staff are protected. Policies and procedures must be fair, equitably applied, and promote professionalism. Required Program Response:

• Describe the procedure for making related policies and procedures known. • Provide copies of policies and procedures that assure equitable treatment of students, faculty, and

staff. Possible Site Visitor Evaluation Methods:

• Review of student handbook • Review of employee/faculty handbook • Review of course catalog • Review of student records • Interviews with faculty • Interviews with students • Interviews with staff

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1.2 Provides equitable learning opportunities for all students. Explanation: The provision of equitable learning activities promotes a fair and impartial education and reduces institutional and/or program liability. The program must provide equitable learning opportunities for all students regarding learning activities and clinical assignments. For example, if an opportunity exists for students to observe or perform breast imaging, then all students must be provided the same opportunity. If evening and/or weekend rotations are utilized, this opportunity must be equitably provided for all students. Required Program Response: Describe how the program assures equitable learning opportunities for all students. Possible Site Visitor Evaluation Methods:

• Review of published program materials • Review of master plan of education • Review of course objectives • Review of student clinical assignment schedules • Interviews with faculty • Interviews with clinical instructors • Interviews with clinical staff • Interviews with students

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1.3 Provides timely, appropriate, and educationally valid clinical experiences for each admitted student. Explanation: Programs must have a process in place to provide timely, appropriate, and educationally valid clinical experiences to all students admitted to the program. Students must have sufficient access to clinical settings that provide a wide range of procedures for competency achievement including mobile, surgical, and trauma examinations. Clinical settings may include hospitals, clinics, specialty/imaging centers, orthopedic centers, and other facilities. With the exception of observation site assignments, students must be provided the opportunity to complete required program competencies during clinical assignments. Clinical placement must be non-discriminatory in nature and solely determined by the program. A meaningful clinical education plan assures that activities are educationally valid and prevents the use of students as replacements for employees. The maximum number of students assigned to a clinical setting must be supported by sufficient human and physical resources. The number of students assigned to the clinical setting must not exceed the number of clinical staff assigned to the radiography department. The student to radiography clinical staff ratio must be 1:1. However, it is acceptable that more than one student may be temporarily assigned to one technologist during uncommonly performed procedures. Students assigned to advanced imaging modalities, such as computed tomography, magnetic resonance, angiography, and sonography, are not included in the calculation of the authorized clinical capacity (unless the clinical setting is recognized exclusively for advanced imaging modality rotations). Once the students have completed the advanced imaging assignments, the program must assure that there are sufficient clinical staff to support the students upon reassignment to the radiography department. The utilization of clinical assignments such as file room, reception area, and patient transportation should be limited. Additionally, traditional programs that require students to participate in clinical education during evenings and/or weekends must assure that:

• students’ clinical clock hours spent in evening and/or weekend assignments must not exceed 25% of the total clinical clock hours.

• program total capacity is not increased through the use of evening and/or weekend assignments.

The JRCERT defines the operational hours of traditional programs as Monday - Friday, 5:00 a.m. - 7:00 p.m. Programs may permit students to make up clinical time during term or scheduled breaks; however, they may not be assigned to clinical settings on holidays that are observed by the sponsoring institution. Program faculty need not be physically present; however, students must be able to contact program faculty during makeup assignments. Also, the program must assure that its liability insurance covers students during these makeup assignments. Required Program Response:

• Describe the process for student clinical placement. • Provide current student assignment schedules in relation to student enrollment. • Describe how the program assures a 1:1 student to radiography clinical staff ratio at all clinical settings. • Describe how the program assures that all students have access to a sufficient variety and volume of

procedures to achieve program competencies. • Submit evening and/or weekend rotation(s) calculations, if applicable.

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Possible Site Visitor Evaluation Methods:

• Review of published program materials • Review listing of enrolled students in relation to clinical assignments, including evening and/or weekend, if

applicable • Review of clinical placement process • Review of student clinical records • Interviews with faculty • Interviews with clinical instructors • Interviews with students

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1.4 Limits required clinical assignments for students to not more than 10 hours per day and the total didactic and clinical involvement to not more than 40 hours per week. Explanation: This limitation helps assure that students are treated ethically. For the safety of students and patients, not more than ten (10) clinical hours shall be scheduled in any one day. Scheduled didactic and clinical hours combined cannot exceed forty (40) hours per week. Hours exceeding these limitations must be voluntary on the student’s part. Required Program Response:

• Describe the process for assuring that time limitations are not exceeded. • Provide documentation that required student clinical assignments do not exceed ten (10) hours in any

one day and the total didactic and clinical involvement does not exceed forty (40) hours per week. Possible Site Visitor Evaluation Methods:

• Review of master plan of education • Review of published program materials • Review of student schedules • Interviews with faculty • Interviews with clinical instructor(s) • Interviews with clinical staff • Interviews with students

1.5 Assures the security and confidentiality of student records, instructional materials, and other appropriate program materials. Explanation: Appropriately maintaining the security and confidentiality of student records and other program materials protects the student’s right to privacy. Student records must be maintained in accordance with the Family Education Rights and Privacy Act (Buckley Amendment). If radiation monitoring reports contain students’ dates of birth and/or social security numbers, this information must be maintained in a secure and confidential manner. Required Program Response: Describe how the program maintains the security and confidentiality of student records and other program materials. Possible Site Visitor Evaluation Methods:

• Review of institution’s/program’s published policies/procedures • Review of student academic and clinical records • Tour of program offices • Tour of clinical setting(s) • Interviews with administrative personnel • Interviews with faculty • Interviews with clinical instructor(s) • Interviews with clinical staff • Interviews with students

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1.6 Has a grievance procedure that is readily accessible, fair, and equitably applied. Explanation: A grievance is defined as a claim by a student that there has been a violation, misinterpretation, or inequitable application of any existing policy, procedure, or regulation. The program must have procedures to provide students an avenue to pursue grievances. The procedure must outline the steps for formal resolution of any grievance. The final step in the process must not include any individual(s) directly associated with the program (e.g., program director, clinical coordinator, clinical instructors, diagnostic imaging department director). The procedure must assure timely resolution. The program must maintain a record of all formal grievances and their resolution. Records must be retained in accordance with the institution’s/program’s retention policies/procedures. The records must include information on how the grievance was resolved and assurance that there are no trends that could negatively affect the quality of the educational program. Additionally, the program must have a procedure to address any complaints apart from those that require invoking the grievance procedure. The program must determine if a pattern of complaint exists that could negatively affect the quality of the educational program (e.g., cleanliness of the classroom). Required Program Response: Describe the nature of any formal grievance(s) that would jeopardize the program’s ability to meet its mission. Describe the nature of any complaint(s) that would jeopardize the program’s ability to meet its mission. Provide a copy of the grievance procedure. Provide a copy of any formal grievance(s) resolution. Possible Site Visitor Evaluation Methods:

• Review of institutional catalog • Review of student handbook • Review of formal grievance(s) record(s), if applicable • Review of complaint(s) record(s), if applicable • Interviews with faculty • Interviews with students

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1.7 Assures that students are made aware of the JRCERT Standards for an Accredited Educational Program in Radiography and the avenue to pursue allegations of non-compliance with the STANDARDS. Explanation: The program must assure students are cognizant of the STANDARDS and must provide contact information for the JRCERT. Students have the right to submit allegations against a JRCERT-accredited program if there is reason to believe that the program has acted contrary to JRCERT accreditation standards or that conditions at the program appear to jeopardize the quality of instruction or the general welfare of its students. Contact of the JRCERT should not be a step in the formal institutional/program grievance procedure. The individual must first attempt to resolve the complaint directly with institution/program officials by following the grievance procedures provided by the institution/program. If the individual is unable to resolve the complaint with institution/program officials or believes that the concerns have not been properly addressed, he or she may submit allegations of non-compliance directly to the JRCERT. Required Program Response:

• Describe the procedure for making students aware of the STANDARDS. • Describe how students are provided contact information for the JRCERT.


• Review of program publications • Interviews with faculty • Interviews with students

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1.8 Has publications that accurately reflect the program’s policies, procedures, and offerings. Explanation: Maintaining published information regarding the program’s current policies, procedures, and offerings provides interested parties with an accurate overview of program requirements and expectations. Required Program Response: Provide program publications that reflect program policies, procedures and offerings. Possible Site Visitor Evaluation Methods:

• Review of published program materials • Review of student handbook • Interviews with faculty • Interviews with students

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1.9 Makes available to students, faculty, and the general public accurate information about admission policies, tuition and fees, refund policies, academic calendars, clinical obligations, grading system, graduation requirements, and the criteria for transfer credit. Explanation: The institutional and/or program policies must be published and made readily available to students, faculty, and the general public on the institution’s/program’s Web site to assure transparency and accountability of the educational program. For example, requiring the general public to contact the institution/program to request program information is not adequate. Policy changes must be made known to students, faculty, and the general public in timely fashion. It is recommended that revision dates be identified on program publications. The institution and/or program must establish and publicly disclose the criteria used when determining the transfer of credit earned from other institutions and/or programs. Also, programs must publicly disclose a list of institutions with which the program has established an articulation agreement. The program’s academic calendar must be published and, at a minimum, identify specific start and end dates for each term, holidays recognized by the sponsoring institution, and breaks. Student clinical obligations (e.g., drug screening, background checks, and associated fees) must be clearly identified in appropriate program publications. Additionally, if evening and/or weekend clinical assignments are required or if students must travel to geographically-dispersed clinical settings, this information must also be included. Required Program Response:

• Describe how institutional and/or program policies are made known to students, faculty, and the general public.

• Provide publications that include these policies. Possible Site Visitor Evaluation Methods:

• Review of institutional materials • Review of published program materials • Review of institutional and/or program Web site • Interviews with faculty • Interviews with Admissions personnel • Interviews with Registrar • Interviews with students

16 Radiography

1.10 Makes the program’s mission statement, goals, and student learning outcomes readily available to students, faculty, administrators, and the general public. Explanation: Program accountability is enhanced by making its mission statement, goals, and student learning outcomes available to the program’s communities of interest on the institution’s/program’s Web site to assure transparency and of the educational program. Requiring the general public to contact the institution/program to request program information is not adequate. Example:

Mission: The mission of the radiography program is to prepare competent, entry-level radiographers able to function within the healthcare community. Goal: Students will be clinically competent. Student Learning Outcomes: Students will apply positioning skills. Students will select technical factors. Students will utilize radiation protection. Goal: Students will demonstrate communication skills. Student Learning Outcomes: Students will demonstrate written communication skills. Students will demonstrate oral communication skills. Goal: Students will develop critical thinking skills. Student Learning Outcomes: Students will adapt standard procedures for non-routine patients.

Students will critique images to determine diagnostic quality. Goal: Students will model professionalism. Student Learning Outcomes: Students will demonstrate work ethics.

Students will summarize the value of life-long learning. Required Program Response:

• Describe how the program makes its mission statement, goals, and student learning outcomes available to students, faculty, administrators, and the general public.

• Provide copies of publications that contain the program’s mission statement, goals, and student learning outcomes.

Possible Site Visitor Evaluation Methods: • Review of published program materials • Review of institutional and/or program Web site • Interviews with administrative personnel • Interviews with faculty • Interviews with students

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1.11 Documents that the program engages the communities of interest for the purpose of continuous program improvement. Explanation: Communities of interest are defined as institutions, organizations, groups, and/or individuals interested in educational activities in radiography. Obtaining formal feedback on program operations, student progress, employer needs, etc. from communities of interest allows the program to determine if it is meeting expectations and assures continuous program improvement. The program can use a variety of tools to obtain this feedback. Required Program Response:

• Describe the process of obtaining feedback. • Provide representative samples of appropriate meeting minutes, evaluations (e.g., course and

faculty), and surveys (e.g., graduate and employer). Possible Site Visitor Evaluation Methods:

• Review of meeting minutes • Review of evaluations • Review of surveys • Interviews with members of various communities of interest

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1.12 Has student recruitment and admission practices that are non-discriminatory with respect to any legally protected status such as race, color, religion, gender, age, disability, national origin, and any other protected class. Explanation: Non-discriminatory practices assure applicants have equal opportunity for admission. Statistical information such as race, color, religion, gender, age, disability, national origin, and any other protected class may be collected; however, this information must be voluntarily provided by the student. Use of this information in the student selection process is discriminatory. Required Program Response:

• Describe how admission practices are non-discriminatory. • Provide institutional and/or program admission policies.


• Review of published program materials • Review of student records • Interviews with faculty • Interviews with Admissions personnel • Interviews with students

19 Radiography

1.13 Has student recruitment and admission practices that are consistent with published policies of the sponsoring institution and the program. Explanation: Defined admission practices facilitate objective student selection. In considering applicants for admission, the program must follow published policies and procedures. Required Program Response:

• Describe the implementation of institutional and program admission policies. • Provide institutional and program admission policies.


• Review of published program materials • Interviews with faculty • Interviews with Admissions personnel • Interviews with students

20 Radiography

1.14 Has program faculty recruitment and employment practices that are non-discriminatory with respect to any legally protected status such as race, color, religion, gender, age, disability, national origin, and any other protected class. Explanation: Recruitment and employment practices that are non-discriminatory assure fairness and integrity. Equal opportunity for employment must be offered to each applicant. Employment practices must be applied equitably to all faculty. Required Program Response:

• Describe how non-discriminatory employment practices are assured. • Provide copies of employment policies and procedures that assure non-discriminatory practices.


• Review of employee/faculty handbook • Review of employee/faculty application form • Review of institutional catalog • Interviews with faculty

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1.15 Has procedures for maintaining the integrity of distance education courses.

Explanation: Programs that offer distance education must have processes in place that assure that the students who register in the distance education courses are the same students that participate in, complete, and receive the credit. Programs must verify the identity of students by using methods such as, but not limited to: secure log-ins, pass codes, and/or proctored exams. These processes must protect the student’s privacy. Student costs associated with distance education must be disclosed. Required Program Response:

• Describe the process for assuring the integrity of distance education courses. • Provide published program materials that outline procedures for maintaining integrity of distance

education courses. • Provide published program materials that identify associated fees for students enrolled in distance

education courses. Possible Site Visitor Evaluation Methods:

• Review of published program materials • Review the process of student identification • Review of student records • Interviews with faculty • Interviews with students

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Summary for Standard One

1. List the major strengths of Standard One, in order of importance.

2. List the major concerns of Standard One, in order of importance.

3. Provide the program’s plan for addressing each concern identified.

4. Describe any progress already achieved in addressing each concern.

5. Describe any constraints in implementing improvements.

23 Radiography

Standard Two: Resources Standard Two: The program has sufficient resources to support the quality and effectiveness of the educational process. Objectives: In support of Standard Two, the program: Administrative Structure 2.1 Has an appropriate organizational structure and sufficient administrative support to achieve the program’s mission.

2.2 Provides an adequate number of faculty to meet all educational, program, administrative, and accreditation requirements. 2.3 Provides faculty with opportunities for continued professional development.

2.4 Provides clerical support services, as needed, to meet all educational, program, and administrative requirements.

Learning Resources/Services 2.5 Assures JRCERT recognition of all clinical settings.

2.6 Provides classrooms, laboratories, and administrative and faculty offices to facilitate the achievement of the program’s mission.

2.7 Reviews and maintains program learning resources to assure the achievement of student

learning. 2.8 Provides access to student services in support of student learning. Fiscal Support 2.9 Has sufficient ongoing financial resources to support the program’s mission. 2.10 For those institutions and programs for which the JRCERT serves as a gatekeeper for

Title IV financial aid, maintains compliance with United States Department of Education (USDE) policies and procedures.

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2.1 Has an appropriate organizational structure and sufficient administrative support to achieve the program’s mission. Explanation: The program’s relative position in the organizational structure helps facilitate appropriate resources and assures focus on the program. To operate effectively, the program must have sufficient institutional administrative support. Both organizational structure and administrative support enable the program to meet its mission and promote student learning. Required Program Response:

• Describe the program’s relationship to the organizational and administrative structures of the sponsoring institution and how this supports the program’s mission.

• Provide institutional and program organizational charts. Possible Site Visitor Evaluation Methods:

• Review of organizational charts of institution and program • Review of meeting minutes • Review of published program materials • Review of master plan of education • Interviews with faculty and institutional officials • Interviews with clinical instructor(s)

25 Radiography

2.2 Provides an adequate number of faculty to meet all educational, program, administrative, and accreditation requirements. Explanation: An adequate number of faculty promotes sound educational practices. A full-time program director is required. Faculty teaching loads and release time must be consistent with those of comparable faculty in other health science (allied health) programs in the same institution. Additionally, a full-time equivalent clinical coordinator is required if the program has more than five (5) active clinical settings or more than thirty (30) students enrolled in the clinical component. The clinical coordinator position may be shared by no more than four (4) appointees. If a clinical coordinator is required, the program director may not be identified as the clinical coordinator. The clinical coordinator may not be identified as the program director. The program director and clinical coordinator may perform clinical instruction; however, they may not be identified as clinical instructors. A minimum of one clinical instructor must be designated at each recognized clinical setting. The same clinical instructor may be identified at more than one site as long as a ratio of one full-time equivalent clinical instructor for every ten (10) students is maintained. Required Program Response:

• Provide, if available, institutional policies in relation to teaching loads and release time. • Describe faculty teaching loads and release time in relation to a comparable health science (allied

health) program within the institution. • Describe the adequacy of the number of faculty and clinical staff to meet identified accreditation

requirements and program needs. Possible Site Visitor Evaluation Methods:

• Review institutional policies in relation to teaching loads and release time • Review of master plan of education • Review of position descriptions • Review of clinical settings • Interviews with faculty • Interviews with clinical instructor(s) • Interviews with students

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2.3 Provides faculty with opportunities for continued professional development. Explanation: Continued professional development results in more knowledgeable, competent, and proficient faculty. Opportunities that enhance and advance educational, technical, and professional knowledge must be available to program faculty. Required Program Response: Describe how continued professional development opportunities are made available to faculty. Possible Site Visitor Evaluation Methods:

• Review of institutional and program policies • Review of program budget or other fiscal appropriations • Review of evidence of faculty participation in professional development activities • Interviews with administrative personnel • Interviews with faculty

27 Radiography

2.4 Provides clerical support services, as needed, to meet all educational, program, and administrative requirements.

Explanation: Clerical support services necessary to assist in meeting educational, program, and administrative requirements of the program must be provided as appropriate.

Required Program Response: Describe the availability and use of clerical support services.


• Review of program’s staffing plan • Interviews with administrative personnel • Interviews with faculty • Interviews with students

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2.5 Assures JRCERT recognition of all clinical settings.

Explanation: JRCERT recognition helps assure an appropriate learning environment for student clinical education. All clinical settings must be recognized by the JRCERT. Recognition of a clinical setting must be obtained prior to student placement. A minimum of one (1) clinical instructor must be identified for each recognized clinical setting. An observation site is used for student observation of the operation of equipment and/or procedures. If the program uses observation sites, these sites do not require recognition by the JRCERT. These sites provide opportunities for observation of clinical procedures that may not be available at recognized clinical settings. Students may not assist in, or perform, any aspects of patient care during observational assignments. Facilities where students are participating in service learning projects or community-based learning opportunities do not require recognition. Required Program Response:

• Assure all clinical settings are recognized by the JRCERT. • Describe how observation sites, if used, enhance student clinical education.


• Review of JRCERT database • Review of clinical records • Interviews with faculty • Interviews with clinical instructors • Interviews with clinical staff • Interviews with students

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2.6 Provides classrooms, laboratories, and administrative and faculty offices to facilitate the achievement of the program’s mission. Explanation: Learning environments are defined as places, surroundings, or circumstances where knowledge, understanding, or skills are studied or observed such as classrooms and laboratories. Learning environments must be consistent with those of comparable health science programs in the same institution. Provision of appropriate learning environments facilitates achievement of the program’s mission. Although a dedicated classroom and/or laboratory are not required, scheduled accessibility to facilities conducive to student learning must be assured. Faculty office space should be conducive to planning and scholarly activities. Space should be made available for private student advisement. Required Program Response: Describe how classrooms, laboratories, and administrative and faculty offices facilitate the achievement of the program’s mission. Possible Site Visitor Evaluation Methods:

• Tour of the classroom, laboratories, and administrative and faculty offices • Interviews with faculty • Interviews with students

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2.7 Reviews and maintains program learning resources to assure the achievement of student learning. Explanation: The review and maintenance of learning resources promotes student knowledge of current and developing imaging technologies. The program must provide learning resources to support and enhance the educational program. These resources must include:

• a print or electronic library with a variety of materials published within the last five years, • computer access, and • additional learning aids (e.g., educational software, classroom/laboratory accessory devices, etc.).

The JRCERT does not endorse any specific learning resources. Required Program Response:

• Describe the available learning resources. • Describe the procedure for review and maintenance of learning resources.


• Tour of learning facilities • Review of learning resources • Review of surveys • Review of meeting minutes • Interviews with faculty • Interviews with students

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2.8 Provides access to student services in support of student learning. Explanation: The provision of appropriate student services promotes student achievement. At a minimum, the program must provide access to information for:

• personal counseling, • requesting accommodations for disabilities as defined by applicable federal (Americans with

Disabilities Act) and state laws, and • financial aid.

Additional student services may be provided at the discretion of the program. These services should be sufficient to assure student learning. All services provided must be made known to students and the general public. Required Program Response:

• Describe the students’ access to student services. • Provide published program materials that outline accessibility to student services.


• Review of published program materials • Interviews with faculty • Interviews with students

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2.9 Has sufficient ongoing financial resources to support the program’s mission. Explanation: Adequate, ongoing funding is necessary to accomplish the program’s mission and to support student learning. The sponsoring institution must demonstrate ongoing financial commitment to the program and its students by providing adequate human and physical resources. Required Program Response:

• Describe the adequacy of financial resources. • Provide copies of the program’s budget and/or expenditure records.


• Review of program budget and/or other fiscal appropriations • Interviews with administrative personnel • Interviews with faculty

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2.10 For those institutions and programs for which the JRCERT serves as gatekeeper for Title IV financial aid, maintains compliance with United States Department of Education (USDE) policies and procedures. Explanation: A gatekeeper is defined as an agency holding responsibility for oversight of the distribution, record keeping, and repayment of Title IV financial aid. The program must comply with USDE requirements to participate in Title IV financial aid. If the program has elected to participate in Title IV financial aid and the JRCERT is identified as the gatekeeper, the program must: maintain financial documents including audit and budget processes confirming appropriate allocation and use of financial resources, have a monitoring process for student loan default rates, have an appropriate accounting system providing documentation for management of Title IV financial aid and expenditures, and inform students of responsibility for timely repayment of Title IV financial aid. Required Program Response:

• Provide evidence that Title IV financial aid is managed and distributed according to the USDE regulations to include:

o recent student loan default data and o results of financial or compliance audits.

• Describe how the program informs students of their responsibility for timely repayment of financial aid.

Possible Site Visitor Evaluation Methods: • Review of records • Interviews with administrative personnel • Interviews with faculty • Interviews with students

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Summary for Standard Two

1. List the major strengths of Standard Two, in order of importance.

2. List the major concerns of Standard Two, in order of importance.




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Standard Three Curriculum and Academic Practices Standard Three: The program’s curriculum and academic practices prepare students for professional practice. Objectives: In support of Standard Three, the program: 3.1 Has a program mission statement that defines its purpose and scope and is periodically reevaluated. 3.2 Provides a well-structured, competency-based curriculum that prepares students to practice in the

professional discipline. 3.3 Provides learning opportunities in current and developing imaging and/or therapeutic technologies. 3.4 Assures an appropriate relationship between program length and the subject matter taught for the terminal award offered. 3.5 Measures the length of all didactic and clinical courses in clock hours or credit hours. 3.6 Maintains a master plan of education. 3.7 Provides timely and supportive academic, behavioral, and clinical advisement to students enrolled in

the program.

3.8 Documents that the responsibilities of faculty and clinical staff are delineated and performed. 3.9 Evaluates program faculty and clinical instructor performance and shares evaluation results regularly

to assure instructional responsibilities are performed.

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3.1 Has a program mission statement that defines its purpose and scope and is periodically reevaluated. Explanation: The program’s mission statement should be consistent with that of its sponsoring institution. The program’s mission statement should clearly define the purpose or intent toward which the program’s efforts are directed. Periodic evaluation assures that the program’s mission statement is effective. Required Program Response:

• Provide a copy of the program’s mission statement. • Provide meeting minutes that document periodic reevaluation of the mission statement.


• Review of published program materials • Review of meeting minutes • Review of master plan of education • Interviews with faculty

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3.2 Provides a well-structured, competency-based curriculum that prepares students to practice in the professional discipline. Explanation: The well-structured curriculum must be comprehensive, appropriately sequenced, include current information, and provide for evaluation of student achievement. A competency-based curriculum allows for effective student learning by providing a knowledge foundation prior to performance of procedures. Continual refinement of the competencies achieved is necessary so that students can demonstrate enhanced performance in a variety of situations and patient conditions. In essence, competency-based education is an ongoing process, not an end product. Programs must follow a JRCERT-adopted curriculum. An adopted curriculum is defined as:

• the latest American Society of Radiologic Technologists professional curriculum and/or • another professional curriculum adopted by the JRCERT Board of Directors following review

and recommendation by the JRCERT Standards Committee. Use of a standard curriculum promotes consistency in radiography education and prepares the student to practice in the professional discipline. At a minimum, the curriculum should promote qualities that are necessary for students/graduates to practice competently, make good decisions, assess situations, provide appropriate patient care, communicate effectively, and keep abreast of current advancements within the profession. Expansion of the curricular content beyond the minimum is at the discretion of the program. The program must submit the latest curriculum analysis grid (available at www.jrcert.org). Required Program Response:

• Describe how the program’s curriculum is structured. • Describe the program’s competency-based system. • Submit current curriculum analysis grid. • Describe how the program's curriculum is delivered, including the method of delivery for distance

education courses. • Identify which courses, if any, are offered via distance education. • Describe alternative learning options, if applicable (e.g., part-time, evening and/or weekend

curricular track).

Possible Site Visitor Evaluation Methods: • Review of master plan of education • Review of didactic and clinical curriculum sequence • Review of analysis of graduate and employer surveys • Interviews with faculty • Interviews with students • Observation of a portion of any course offered via distance delivery • Review of part-time, evening and/or weekend curricular track, if applicable

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3.3 Provides learning opportunities in current and developing imaging and/or therapeutic technologies. Explanation: The program must provide learning opportunities in current and developing imaging and/or therapeutic technologies. It is the program’s prerogative to decide which technologies should be included in the didactic and/or clinical curriculum. Programs are not required to offer clinical rotations in developing imaging and/or therapeutic technologies; however, these clinical rotations are strongly encouraged to enhance student learning. Required Program Response: Describe how the program provides opportunities in developing technologies in the didactic and/or clinical curriculum. Possible Site Visitor Evaluation Methods:

• Review of master plan of education • Interviews with faculty • Interviews with students

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3.4 Assures an appropriate relationship between program length and the subject matter taught for the terminal award offered. Explanation: Program length must be consistent with the terminal award. The JRCERT defines program length as the duration of the program, which may be stated as total academic or calendar year(s), total semesters, trimesters, or quarters. Required Program Response: Describe the relationship between the program length and the terminal award offered. Possible Site Visitor Evaluation Methods:

• Review of course catalog • Review of published program materials • Review of class schedules • Interviews with faculty • Interviews with students

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3.5 Measures the length of all didactic and clinical courses in clock hours or credit hours. Explanation: Defining the length of didactic and clinical courses facilitates student transfer of credit and the awarding of financial aid. The formula for calculating assigned clock/credit hours must be consistently applied for all didactic and all clinical courses, respectively. Required Program Response:

• Describe the method used to award credit hours for lecture, laboratory and clinical courses. • Provide a copy of the program’s policies and procedures for determining credit hours and an

example of how such policy has been applied to the program’s coursework. • Provide a list of all didactic and clinical courses with corresponding clock or credit hours.


• Review of published program materials • Review of class schedules • Interviews with faculty • Interviews with students

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3.6 Maintains a master plan of education. Explanation: A master plan provides an overview of the program and allows for continuity among, and documentation of, all aspects of the program. In the event of new faculty and/or leadership to the program, the master plan provides the information needed to understand the program and its operations. The plan should be evaluated annually, updated, and must include the following:

• course syllabi (didactic and clinical courses) and • program policies and procedures.

While there is no prescribed format for the master plan, the component parts should be identified and readily available. If the components are not housed together, the program must list the location of each component. If the program chooses to use an electronic format, the components must be accessible by all program faculty. Required Program Response:

• Identify the location of the component parts of the master plan of education. • Provide a Table of Contents for the program’s master plan.


• Review of master plan of education • Interview with program director • Interviews with faculty

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3.7 Provides timely and supportive academic, behavioral, and clinical advisement to students enrolled in the program. Explanation: Appropriate advisement promotes student achievement. Student advisement should be formative, summative, and must be shared with students in a timely manner. Programs are encouraged to develop written advisement procedures. Required Program Response:

• Describe procedures for advisement. • Provide sample records of student advisement.


• Review of students’ records • Interviews with faculty • Interviews with clinical instructor(s) • Interviews with students

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3.8 Documents that the responsibilities of faculty and clinical staff are delineated and performed.

• Full-time Program Director:

Assures effective program operations, Oversees ongoing program assessment, Participates in budget planning, Maintains current knowledge of the professional discipline and educational methodologies through continuing professional development, and Assumes the leadership role in the continued development of the program.

• Full-time Clinical Coordinator:

Correlates clinical education with didactic education, Evaluates students, Participates in didactic and/or clinical instruction, Supports the program director to help assure effective program operation, Coordinates clinical education and evaluates its effectiveness, Participates in the assessment process, Cooperates with the program director in periodic review and revision of clinical course materials, Maintains current knowledge of the discipline and educational methodologies through continuing professional development, and Maintains current knowledge of program policies, procedures, and student progress.

• Full-time Didactic Program Faculty:

Prepares and maintains course outlines and objectives, instructs and evaluates students, and reports progress, Participates in the assessment process, Supports the program director to help assure effective program operation, Cooperates with the program director in periodic review and revision of course materials, and

Maintains appropriate expertise and competence through continuing professional development.

• Part-time Didactic Program Faculty:

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Prepares and maintains course outlines and objectives, instructs and evaluates students, and reports progress, Participates in the assessment process, when appropriate, Cooperates with the program director in periodic review and revision of course materials, and Maintains appropriate expertise and competence through continuing professional development.

• Clinical Instructor(s):

Is knowledgeable of program goals, Understands the clinical objectives and clinical evaluation system, Understands the sequencing of didactic instruction and clinical education, Provides students with clinical instruction and supervision, Evaluates students’ clinical competence, Maintains competency in the professional discipline and instructional and evaluative techniques through continuing professional development, and Maintains current knowledge of program policies, procedures, and student progress.

• Clinical Staff:

Understand the clinical competency system, Understand requirements for student supervision, Support the educational process, and Maintain current knowledge of program policies, procedures, and student progress.

Explanation: The clear delineation of responsibilities facilitates accountability. Faculty and clinical staff responsibilities must be clearly delineated and must support the program’s mission. Full- and part-time status is determined by, and consistent with, the sponsoring institution’s definition. At all times when students are enrolled in didactic and/or clinical components, the program director and/or clinical coordinator must assure that their program responsibilities are fulfilled. Required Program Response: Provide documentation that faculty and clinical staff positions are clearly delineated. Possible Site Visitor Evaluation Methods:

• Review of position descriptions • Review of handbooks • Interviews with faculty and clinical staff to assure responsibilities are being performed • Interviews with students

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3.9 Evaluates program faculty and clinical instructor performance and shares evaluation results regularly to assure instructional responsibilities are performed.

Explanation: The performance of program faculty and clinical instructor(s) must be evaluated minimally once per year. Evaluation assures that instructional responsibilities are performed and provides administration and faculty with information to evaluate performance. Evaluation promotes proper educational methodology and increases program effectiveness. Evaluation results must be shared minimally once per year with the respective program faculty and clinical instructor(s) being evaluated to assure continued professional development. Any evaluation results that identify concerns must be discussed with the respective individual(s) as soon as possible.

Required Program Response:

• Describe the evaluation process. • Describe how evaluation results are shared with program faculty and clinical instructor(s). • Provide samples of evaluations of program faculty. • Provide samples of evaluations of clinical instructor(s).


• Review of program evaluation materials • Review of clinical instructor evaluation • Interviews with administrative personnel • Interviews with program faculty • Interviews with clinical instructor(s) • Interviews with students

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Summary for Standard Three

1. List the major strengths of Standard Three, in order of importance.

2. List the major concerns of Standard Three, in order of importance.




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Standard Four Health and Safety Standard Four: The program’s policies and procedures promote the health, safety, and optimal use of radiation for students, patients, and the general public. Objectives: In support of Standard Four, the program: 4.1 Assures the radiation safety of students through the implementation of published policies and procedures that are in compliance with Nuclear Regulatory Commission regulations and state laws as applicable. 4.2 Has a published pregnancy policy that is consistent with applicable federal regulations and state

laws, made known to accepted and enrolled female students, and contains the following elements: • Written notice of voluntary declaration, • Option for student continuance in the program without modification, and • Option for written withdrawal of declaration.

4.3 Assures that students employ proper radiation safety practices. 4.4 Assures that medical imaging procedures are performed under the direct supervision of a qualified radiographer until a student achieves competency. 4.5 Assures that medical imaging procedures are performed under the indirect supervision of a qualified

radiographer after a student achieves competency. 4.6 Assures that students are directly supervised by a qualified radiographer when repeating

unsatisfactory images. 4.7 Assures sponsoring institution’s policies safeguard the health and safety of students. 4.8 Assures that students are oriented to clinical setting policies and procedures in regard to health and

safety.

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4.1 Assures the radiation safety of students through the implementation of published policies and procedures that are in compliance with Nuclear Regulatory Commission regulations and state laws as applicable. Explanation: Appropriate policies and procedures help assure that student radiation exposure is kept as low as reasonably achievable (ALARA). The program must maintain and monitor student radiation exposure data. This information must be made available to students within thirty (30) school days following receipt of data. The program must have a published protocol that identifies a threshold dose for incidents in which dose limits are exceeded. Programs are encouraged to identify a threshold dose below those identified in NRC regulations. Required Program Response:

• Describe how the policies are made known to enrolled students. • Describe how radiation exposure data is made available to students. • Provide copies of appropriate policies.


• Review of published program materials • Review of student records • Review of student dosimetry reports • Interviews with faculty • Interviews with students

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4.2 Has a published pregnancy policy that is consistent with applicable federal regulations and state laws, made known to accepted and enrolled female students, and contains the following elements:

• Written notice of voluntary declaration, • Option for student continuance in the program without modification, and • Option for written withdrawal of declaration.

Explanation: Appropriate radiation safety practices help assure that radiation exposure to the student and fetus are kept as low as reasonably achievable (ALARA). The policy must include appropriate information regarding radiation safety for the student and fetus. The program must allow for student continuance in the clinical component of the program without modification. The program may offer clinical component options such as: (1) clinical reassignments and/or (2) leave of absence. Required Program Response:

• Describe how the pregnancy policy is made known to accepted and enrolled female students. • Provide a copy of the program’s pregnancy policy.


• Review of published program materials • Review of student records • Interviews with faculty • Interviews with clinical instructor(s) • Interviews with students

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4.3 Assures that students employ proper radiation safety practices. Explanation: The program must assure that students are instructed in the utilization of imaging equipment, accessories, optimal exposure factors, and proper patient positioning to minimize radiation exposure to patients, selves, and others. These practices assure radiation exposures are kept as low as reasonably achievable (ALARA). Students must understand basic radiation safety practices prior to assignment to clinical settings. Students must not hold image receptors during any radiographic procedure. Students should not hold patients during any radiographic procedure when an immobilization method is the appropriate standard of care. As students progress in the program, they must become increasingly proficient in the application of radiation safety practices. The program must also assure radiation safety in energized laboratories. Students’ utilization of energized laboratories must be under the supervision of a qualified radiographer who is readily available. If a qualified radiographer is not readily available to provide supervision, the radiation exposure mechanism must be disabled. Programs are encouraged to develop policies regarding safe and appropriate use of energized laboratories by students. Required Program Response:

• Describe how the curriculum sequence and content prepares students for safe radiation practices. • Provide the curriculum sequence. • Provide policies/procedures regarding radiation safety.


• Review of program curriculum • Review of radiation safety policies/procedures • Review of student handbook • Review of student records • Review of student dosimetry reports • Interviews with faculty • Interviews with clinical instructor(s) • Interviews with clinical staff • Interviews with students

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4.4 Assures that medical imaging procedures are performed under the direct supervision of a qualified radiographer until a student achieves competency. Explanation: Direct supervision assures patient safety and proper educational practices. The JRCERT defines direct supervision as student supervision by a qualified radiographer who:

• reviews the procedure in relation to the student’s achievement, • evaluates the condition of the patient in relation to the student’s knowledge, • is physically present during the conduct of the procedure, and • reviews and approves the procedure and/or image.

Students must be directly supervised until competency is achieved. Required Program Response:

• Describe how the direct supervision requirement is enforced and monitored in the clinical setting. • Provide documentation that the program’s direct supervision requirement is made known to students,

clinical instructors, and clinical staff. Possible Site Visitor Evaluation Methods:

• Review of published program materials • Review of student records • Review of meeting minutes • Interviews with faculty • Interviews with clinical instructor(s) • Interviews with clinical staff • Interviews with students

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4.5 Assures that medical imaging procedures are performed under the indirect supervision of a qualified radiographer after a student achieves competency. Explanation: Indirect supervision promotes patient safety and proper educational practices. The JRCERT defines indirect supervision as that supervision provided by a qualified radiographer immediately available to assist students regardless of the level of student achievement. “Immediately available” is interpreted as the physical presence of a qualified radiographer adjacent to the room or location where a radiographic procedure is being performed. This availability applies to all areas where ionizing radiation equipment is in use on patients. Required Program Response:

• Describe how the indirect supervision requirement is enforced and monitored in the clinical setting. • Provide documentation that the program’s indirect supervision requirement is made known to

students, clinical instructors, and clinical staff. Possible Site Visitor Evaluation Methods:


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4.6 Assures that students are directly supervised by a qualified radiographer when repeating unsatisfactory images. Explanation: The presence of a qualified radiographer during the repeat of an unsatisfactory image assures patient safety and proper educational practices. A qualified radiographer must be physically present during the conduct of a repeat image and must approve the student’s procedure prior to re-exposure. Required Program Response:

• Describe how the direct supervision requirement for repeat images is enforced and monitored in the clinical setting.

• Provide documentation that the program’s direct supervision requirement for repeat images is made known to students, clinical instructors, and clinical staff.



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4.7 Assures sponsoring institution’s policies safeguard the health and safety of students. Explanation: Appropriate sponsoring institutional policies and procedures assure that students are protected. These policies must, at a minimum, address emergency preparedness, harassment, communicable diseases, and substance abuse. Policies and procedures must meet federal and/or state requirements as applicable. Enrolled students must be informed of policies and procedures. Required Program Response: Provide program policies that safeguard the health and safety of students. Possible Site Visitor Evaluation Methods:

• Review of published program materials • Review of student records • Interviews with faculty • Interviews with students

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4.8 Assures that students are oriented to clinical setting policies and procedures in regard to health and safety. Explanation: Appropriate orientation assures that students are cognizant of clinical policies and procedures. The policies and procedures must, at a minimum, address the following: hazards (fire, electrical, chemical), emergency preparedness, medical emergencies, HIPAA, and Standard Precautions. Required Program Response:

• Describe the process for orienting students to clinical settings. • Provide documentation that students are apprised of policies and procedures specific to each clinical

setting. Possible Site Visitor Evaluation Methods:

• Review of orientation process • Review of student records • Interviews with faculty • Interviews with clinical instructor(s) • Interviews with students

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Summary for Standard Four

1. List the major strengths of Standard Four, in order of importance.

2. List the major concerns of Standard Four, in order of importance.




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Standard Five Assessment Standard Five: The program develops and implements a system of planning and evaluation of student learning and program effectiveness outcomes in support of its mission. Objectives: In support of Standard Five, the program: Student Learning 5.1 Develops an assessment plan that, at a minimum, measures the program’s student learning outcomes

in relation to the following goals: clinical competence, critical thinking, professionalism, and communication skills.

Program Effectiveness 5.2 Documents the following program effectiveness data:

• Five-year average credentialing examination pass rate of not less than 75 percent at first attempt within six months of graduation,

• Five-year average job placement rate of not less than 75 percent within twelve months of graduation,

• Program completion rate, • Graduate satisfaction, and • Employer satisfaction.

5.3 Makes available to the general public program effectiveness data (credentialing examination pass rate, job placement rate, and program completion rate) on an annual basis. Analysis and Actions 5.4 Analyzes and shares student learning outcome data and program effectiveness data to foster continuous program improvement. 5.5 Periodically evaluates its assessment plan to assure continuous program improvement.

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5.1 Develops an assessment plan that, at a minimum, measures the program’s student learning outcomes in relation to the following goals: clinical competence, critical thinking, professionalism, and communication skills. Explanation:

Assessment is the systematic collection, review, and use of information to improve student learning and educational quality. An assessment plan helps assure continuous improvement and accountability. Minimally, the plan must include a separate goal in relation to each of the following: clinical competence, critical thinking, professionalism, and communication skills. The plan must include student learning outcomes, measurement tools, benchmarks, and identify timeframes and parties responsible for data collection.

For additional information regarding assessment, please refer to www.jrcert.org.

Required Program Response: Provide a copy of the program’s current assessment plan. Possible Site Visitor Evaluation Methods:

• Review of assessment plan • Review of assessment tools • Interviews with faculty

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5.2 Documents the following program effectiveness data: • Five-year average credentialing examination pass rate of not less than 75 percent at

first attempt within six months of graduation, • Five-year average job placement rate of not less than 75 percent within twelve months

of graduation, • Program completion rate, • Graduate satisfaction, and • Employer satisfaction.

Explanation:

Credentialing examination, job placement, and program completion data must be reported annually to the JRCERT. Graduate and employer satisfaction data must be collected as part of the program’s assessment process. Credentialing examination pass rate is defined as the number of student graduates who pass, on first attempt, the American Registry of Radiologic Technologists (ARRT) certification examination or an unrestricted state licensing examination compared with the number of graduates who take the examination within six months of graduation. Job placement rate is defined as the number of graduates employed in the radiologic sciences compared to the number of graduates actively seeking employment in the radiologic sciences. The JRCERT has defined not actively seeking employment as: 1) graduate fails to communicate with program officials regarding employment status after multiple attempts, 2) graduate is unwilling to seek employment that requires relocation, 3) graduate is unwilling to accept employment due to salary or hours, 4) graduate is on active military duty, and/or 5) graduate is continuing education. Program completion rate is defined as the number of students who complete the program within 150% of the stated program length. The program must establish a benchmark for its program completion rate. The program specifies the entry point (e.g., required orientation date, final drop/add date, final date to drop with 100% tuition refund, official class roster date, etc.) used in calculating program’s completion rate. Graduate and employer satisfaction may be measured through a variety of methods. The methods and timeframes for collection of the graduate and employer satisfaction data are the prerogative of the program. Required Program Response: Provide actual outcome data in relation to program effectiveness. Possible Site Visitor Evaluation Methods:

• Review of program effectiveness data • Interviews with faculty

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5.3 Makes available to the general public program effectiveness data (credentialing examination pass rate, job placement rate, and program completion rate) on an annual basis.

Explanation: Program accountability is enhanced by making its effectiveness data available to the program’s communities of interest and the general public. In efforts to increase accountability and transparency, the program must publish, at a minimum, its five -year average credentialing examination pass rate, five-year average job placement rate, and program completion rate data on its Web site to allow the public access to this data. The program effectiveness data should clearly identify the sample size associated with each associated measure (i.e., number of first time test takers, number of graduates actively seeking employment, number of graduates). Additionally, the JRCERT will post five-year average credentialing examination pass rate, five-year average job placement rate, and program completion rate data at www.jrcert.org. The program must publish the JRCERT URL (www.jrcert.org) to allow the public access to this data. Required Program Response:

• Provide copies of publications that contain the program’s program effectiveness data (credentialing examination pass rate, job placement rate, and program completion rate).

• Provide samples of publications that document the availability of program effectiveness data via the JRCERT URL address from the institution’s/program’s Web site.


• Review of program publications • Review of institutional and/or program Web site • Interviews with faculty • Interviews with students

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5.4 Analyzes and shares student learning outcome data and program effectiveness data to foster continuous program improvement. Explanation: Analysis of student learning outcome data and program effectiveness data allows the program to identify strengths and areas for improvement to bring about systematic program improvement. This analysis also provides a means of accountability to communities of interest. It is the program’s prerogative to determine its communities of interest.

The analysis must be reviewed with the program’s communities of interest. One method to accomplish this would be the development of an assessment committee. The composition of the assessment committee may be the program’s advisory committee or a separate committee that focuses on the assessment process. The committee should be used to provide feedback on student achievement and assist the program with strategies for improving its effectiveness. This review should occur at least annually and must be formally documented. For additional information regarding assessment, please refer to www.jrcert.org. Required Program Response:

• Describe how the program analyzes student learning outcome data and program effectiveness data to identify areas for program improvement.

• Describe how the program shares its student learning outcome data and program effectiveness data with its communities of interest.

• Describe examples of changes that have resulted from the analysis of student learning outcome data and program effectiveness data and discuss how these changes have led to program improvement.

• Provide a copy of the program’s actual student learning outcome data since the last accreditation award. This data may be documented on previous assessment plans or on a separate document.

• Provide documentation that student learning outcome data and program effectiveness data has been shared with communities of interest.


• Review of student learning outcome data and program effectiveness data to support the assessment plan

• Review of representative samples of measurement tools used for data collection • Review of aggregate data • Review of meeting minutes related to the assessment process • Interviews with faculty

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5.5 Periodically evaluates its assessment plan to assure continuous program improvement. Explanation: Identifying and implementing needed improvements in the assessment plan leads to programmatic improvement and renewal. As part of the assessment cycle, the program should review its assessment plan to assure that assessment measures are adequate and that the assessment process is effective in measuring student learning outcomes. At a minimum, this evaluation must occur at least every two years and be documented in meeting minutes. For additional information regarding assessment, please refer to www.jrcert.org. Required Program Response:

• Describe how this evaluation has occurred. • Provide documentation that the plan is evaluated at least once every two years.


• Review of meeting minutes related to the assessment process • Review of assessment committee meeting minutes, if applicable • Interviews with faculty

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Summary for Standard Five

1. List the major strengths of Standard Five, in order of importance.

2. List the major concerns of Standard Five, in order of importance.




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Standard Six

Institutional/Programmatic Data Standard Six: The program complies with JRCERT policies, procedures, and STANDARDS to achieve and maintain specialized accreditation. Objectives: In support of Standard Six, the program: Sponsoring Institution 6.1 Documents the continuing institutional accreditation of the sponsoring institution. 6.2 Documents that the program’s energized laboratories are in compliance with applicable state and/or federal radiation safety laws. Personnel 6.3 Documents that all faculty and staff possess academic and professional qualifications appropriate for their assignments. Clinical Settings 6.4 Establishes and maintains affiliation agreements with clinical settings. 6.5 Documents that clinical settings are in compliance with applicable state and/or federal radiation

safety laws. Program Sponsorship, Substantive Changes, and Notification of Program Officials 6.6 Complies with requirements to achieve and maintain JRCERT accreditation.

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6.1 Documents the continuing institutional accreditation of the sponsoring institution. Explanation: The goal of accreditation is to ensure that the education provided by institutions meets acceptable levels of quality. The sponsoring institution must be accredited by:

• an agency recognized by the United States Department of Education (USDE) and/or Council for Higher Education Accreditation (CHEA),

• The Joint Commission (TJC), or • equivalent standards.

Required Program Response: Provide documentation of current institutional accreditation for the sponsoring institution. This may be a copy of the award letter, certificate, or printout of the institutional accreditor’s Web page.

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6.2 Documents that the program’s energized laboratories are in compliance with applicable state and/or federal radiation safety laws. Explanation: Compliance with applicable laws promotes a safe environment for students and others. Records of compliance must be maintained for the program’s energized laboratories. Required Program Response: Provide certificates and/or letters for each energized laboratory documenting compliance with state and/or federal radiation safety laws.

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6.3 Documents that all faculty and staff possess academic and professional qualifications appropriate for their assignments.

• Full-time Program Director:

Holds, at a minimum, a master’s degree, Is proficient in curriculum design, program administration, evaluation, instruction, and academic advising,

Documents three years clinical experience in the professional discipline,

Documents two years of experience as an instructor in a JRCERT-accredited program, and

Holds American Registry of Radiologic Technologists current registration in radiography or equivalent (i.e., unrestricted state license for the state in which the program is located).

• Full-time Clinical Coordinator: Holds, at a minimum, a baccalaureate degree, Is proficient in curriculum development, supervision, instruction, evaluation, and academic

advising, Documents two years clinical experience in the professional discipline, Documents a minimum of one year of experience as an instructor in a JRCERT-accredited

program, and Holds American Registry of Radiologic Technologists current registration in radiography or

equivalent (i.e., unrestricted state license for the state in which the program is located).

• Full-time Didactic Program Faculty: Holds, at a minimum, a baccalaureate degree, Is qualified to teach the subject, Is knowledgeable of course development, instruction, evaluation, and academic advising, Documents two years clinical experience in the professional discipline, and Holds American Registry of Radiologic Technologists current registration in radiography or

equivalent (i.e., unrestricted state license for the state in which the program is located).

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! Part-time Didactic Program Faculty

Holds academic and/or professional credentials appropriate to the subject content area taught and

Is knowledgeable of course development, instruction, evaluation, and academic advising.

• Clinical Instructor(s): Is proficient in supervision, instruction, and evaluation, Documents two years clinical experience in the professional discipline, and Holds American Registry of Radiologic Technologists current registration in radiography or

equivalent (i.e., unrestricted state license for the state in which the clinical setting is located). • Clinical Staff: Holds American Registry of Radiologic Technologists current registration in radiography or

equivalent (i.e., unrestricted state license for the state in which the clinical setting is located).

Explanation: Appropriate knowledge, proficiency, and certification (if appropriate) provide a foundation that promotes a sound educational environment. Faculty and staff must possess academic and professional qualification(s) appropriate for their assignment. Clinical instructors and clinical staff supervising students’ performance in the clinical component of the program must document ARRT registration (or equivalent) or other appropriate credentials. Appropriate credentials, other than ARRT registration (or equivalent), may be used for qualified health care practitioners supervising students in specialty areas (e.g., registered nurse supervising students performing patient care skills, phlebotomist supervising students performing venipuncture, etc.). Required Program Response:

• For all program officials not previously identified on the program’s database , submit a request for recognition of program officials including a current curriculum vitae and documentation of current registration by the American Registry of Radiologic Technologists* or equivalent.

• For all currently recognized program officials [program director, educational coordinator (if applicable), full-time didactic faculty, and all clinical preceptors], submit a current registration by the American Registry of Radiologic Technologists* or equivalent.

*These may be copies of current registration cards or “ARRT Identification” page available at www.arrt.org.

69 Radiography

6.4 Establishes and maintains affiliation agreements with clinical settings.

Explanation: Formalizing relations between the program and the clinical setting helps assure the quality of clinical education by delineating appropriate responsibilities of the program and the clinical setting. An appropriate termination clause assures that students will have an opportunity to complete the clinical education component. The JRCERT defines an affiliation agreement as a formal written understanding between an institution sponsoring the program and an independent clinical setting. An affiliation agreement must identify the responsibilities of all parties and, specifically, must address student supervision, student liability, and provide adequate notice of termination of the agreement. An affiliation agreement is not needed for clinical settings owned by the sponsoring institution; however, a memorandum of understanding between the clinical setting and the sponsoring institution is recommended. At a minimum, the memorandum should address responsibilities of both parties and student supervision. Required Program Response: Provide copies of current, signed affiliation agreements with each clinical setting.

70 Radiography

6.5 Documents that clinical settings are in compliance with applicable state and/or federal radiation safety laws. Explanation: Compliance with applicable laws promotes a safe environment for students and others. Records of compliance must be maintained for each clinical setting. Clinical settings may be recognized by The Joint Commission (TJC), DNV Healthcare, Inc., Healthcare Facilities Accreditation Program (HFAP), or an equivalent agency, or may hold a state-issued license. Required Program Response: Provide letters, certificates, or printouts of Web pages demonstrating the current recognition status of each clinical setting.

71 Radiography

6.6 Complies with requirements to achieve and maintain JRCERT accreditation. Explanation: Programs must comply with JRCERT policies and procedures to maintain accreditation. JRCERT accreditation requires that the sponsoring institution has primary responsibility for the educational program and grants the terminal award. Sponsoring institutions may include educational programs established in vocational/technical schools, colleges, universities, hospitals, or military facilities. The JRCERT also recognizes a consortium as an appropriate sponsor of an educational program. A consortium is two or more academic or clinical institutions that have formally agreed to sponsor the development and continuation of an educational program. The consortium must be structured to recognize and perform the responsibilities and functions of a sponsoring institution. The JRCERT does not recognize branch campuses. The JRCERT requires that each program location have a separate accreditation award. Additionally, the JRCERT will not recognize a healthcare system as the program sponsor. A healthcare system consists of multiple institutions operating under a common governing body or parent corporation. A specific facility within the healthcare system must be identified as the sponsor. The JRCERT requires programs to maintain a current and accurate database. Updates should be reflected within thirty (30) days of effective change date. Additionally, the JRCERT requires notification of substantive changes within thirty (30) days of implementation. Required Program Response:

• Report any database changes. • Report any substantive change not previously submitted.

72 Radiography

Summary for Standard Six

1. List the major strengths of Standard Six, in order of importance.

2. List the major concerns of Standard Six, in order of importance.




73 Radiography

Awarding, Maintaining, and Administering Accreditation

A. Program/Sponsoring Institution Responsibilities 1. Applying for Accreditation

The accreditation review process conducted by the Joint Review Committee on Education in Radiologic Technology (JRCERT) can be initiated only at the written request of the chief executive officer or an officially designated representative of the sponsoring institution.

This process is initiated by submitting an application and self-study report, prepared according to JRCERT guidelines, to:

Joint Review Committee on Education in Radiologic Technology 20 North Wacker Drive, Suite 2850 Chicago, IL 60606-3182

2. Administrative Requirements for Maintaining Accreditation

a. Submitting the self-study report or a required progress report within a reasonable period of

time, as determined by the JRCERT.

b. Agreeing to a reasonable site visit date before the end of the period for which accreditation was awarded.

c. Informing the JRCERT, within a reasonable period of time, of changes in the institutional or

program officials, program director, clinical coordinator, full-time didactic faculty, and clinical instructor(s).

d. Paying JRCERT fees within a reasonable period of time.

e. Returning, by the established deadline, a completed Annual Report.

f. Returning, by the established deadline, any other information requested by the JRCERT. Programs are required to comply with these and other administrative requirements for maintaining accreditation. Additional information on policies and procedures is available at www.jrcert.org.

Program failure to meet administrative requirements for maintaining accreditation will lead to being placed on Administrative Probationary Accreditation and result in Withdrawal of Accreditation.

74 Radiography

B. JRCERT Responsibilities

1. Administering the Accreditation Review Process

The JRCERT reviews educational programs to assess compliance with the Standards for an Accredited Educational Program in Radiography. The accreditation process includes a site visit.

Before the JRCERT takes accreditation action, the program being reviewed must respond to the report of findings.

The JRCERT is responsible for recognition of clinical settings.

2. Accreditation Actions

JRCERT accreditation actions for Probation may be reconsidered following the established procedure. JRCERT accreditation actions for Accreditation Withheld or Accreditation Withdrawn may be appealed following the established procedure. Procedures for appeal are available at www.jrcert.org. All other JRCERT accreditation actions are final. A program or sponsoring institution may, at any time prior to the final accreditation action, withdraw its request for initial or continuing accreditation.

Educators may wish to contact the following organizations for additional information and materials:

accreditation: Joint Review Committee on Education in Radiologic Technology 20 North Wacker Drive, Suite 2850

Chicago, IL 60606-3182 (312) 704-5300 www.jrcert.org

curriculum: American Society of Radiologic Technologists

15000 Central Avenue, S.E. Albuquerque, NM 87123-3909

(505) 298-4500 www.asrt.org

certification: American Registry of Radiologic Technologists

1255 Northland Drive St. Paul, MN 55120-1155

(651) 687-0048 www.arrt.org

Copyright © 2014 by the JRCERT

75 Radiography

Subject to the condition that proper attribution is given and this copyright notice is included on such copies, JRCERT authorizes individuals to make up to one hundred (100) copies of this work for non-commercial, educational purposes. For permission to reproduce additional copies of this work, please write to:

JRCERT 20 North Wacker Drive

Suite 2850 Chicago, IL 60606-3182

(312) 704-5300 (312) 704-5304 (fax)

[email protected] (e-mail) www.jrcert.org

006 Health Policies 2016.doc6

STATEMENT ON REPORTING ILLNESS/INCIDENTS It is required that students report health issues/incidents to the Department Chair upon discovery so that proper precautions for the safety of the student and patients may be taken. In the event that a student leaves the program due to illness, exposure to a communicable disease, or receives an amount of radiation in excess of normally acceptable levels as indicated on the monthly exposure report, his/her position within the program will not be jeopardized. At what point the student will resume his/her education will be determined by consultation between the student and the Department Chair, the seriousness of the illness and when in the semester the student left the program. The hospital affiliates have agreed to make Emergency Room treatment available for minor injuries incurred by students while in the hospital for clinical experience. Treatment for minor injuries may be rendered by the Emergency Room Physician on duty. The student is responsible for any charges made by the physician in such a situation. IT IS RECOMMENDED THAT STUDENTS MAINTAIN THEIR OWN HEALTH INSURANCE. Students will be required to purchase Florida Consortium Accident Insurance as part of the laboratory fee for clinical education. RADIATION PROTECTION PRACTICES Students are required to exercise radiation protection practices at all times. At no time may a student participate in a procedure utilizing unsafe protection practices. A radiation monitoring device (badge) is provided for all students. Students: 1. Will minimize exposure while assisting patients during radiographic or fluoroscopic

procedures through the use of all available accessory devices. 2. Should not hold a patient while an exposure is occurring. 3. Will apply the principles of radiation shielding. 4. Will wear radiation monitoring device on the collar outside the lead apron. 5. Will never leave monitor inside radiographic room. 6. Must never remain in the radiographic room while the exposure is being made without

practicing proper radiation protection. 7. Must always wear lead apron when doing portable radiography. 8. Will not wear radiation monitors on jobs away from the assigned clinical affiliate. 9. Must always stand behind the lead barrier when making an exposure. 10. Will always maximize the use of collimation. 11. Will never make a radiographic exposure while the door of the radiographic room is

open. 12. Will provide radiation protection for the patient. 13. Female students will follow the Radiography Programs policy with regard to pregnancy.

006 Health Policies 2016.doc6

RADIATION SAFETY MONITORS 1. Each student is responsible for wearing radiation monitors in clinical and lab. 2. An accident to or loss of film badge must be reported to program office immediately.

Students are responsible for badge replacement fees. 3. Each student is responsible for exchanging his/her radiation monitor at the specified

intervals. Students who have not exchanged monitors by the end of the exchange period will be assigned one (1) clinical demerit. See section 10, page 5.

4. Each student must read and initial his/her quarterly radiation report. 5. The cumulative radiation report for a student must not exceed the maximum permissible

dosage (5 rem annually) to occupationally exposed persons as established by state and federal agencies for radiological health.

6. Students with a quarterly report above 60 mr will receive a notice from the Department Chairperson and counseled for safety practices.

PREGNANCY POLICY 1. Radiography students who become pregnant may voluntarily notify the Program Director

in writing and receive counseling concerning the safety of continuation of studies during pregnancy, several options exist:

A. Students may wish to withdraw from the program. If the student elects to withdraw, she may return at the start of the semester in which she withdrew.

B. Students will be given the option of completing the didactic portion of the program and withdrawing from the clinical courses. Clinical will be resumed as soon as feasible after the baby's birth.

C. Declared pregnant students who elect to remain in the program may choose to continue the program without modification, or they may choose to continue to perform radiographic procedures with the following exceptions:

1. fluoroscopy (this does not include overhead exposures) 2. portable radiography 3. nuclear medicine procedures. D. Students may withdraw their declaration of pregnancy in writing. 2. The radiation dose to the fetus must not exceed 0.5 rem during the entire period of

gestation or 0.05 rem for any month after declaration. SUBSTANCE ABUSE POLICY A student who is unable to perform clinical/laboratory activities as assigned with reasonable skill and safety to patients by reason of illness, or use of alcohol, drugs, narcotics, chemicals, or any other type material, or as a result of any mental or physical condition, shall be required to submit to mental or physical examination. The physician and health care practitioner must possess expertise to diagnose the impairment and be approved by the department. Cost of the examination will be borne by the student. Failure to submit to such an examination may result in dismissal from the program.

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10/19/2015

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Palm Beach State College4200 Congress AvenueLake Worth, FL 33461-4796

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RE: Activities of Palm Beach State College - Dolly Hand Cultural Center

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RHB Clinical 2016

CLASSROOM, LAB AND CLINICAL POLICIES AND PROCEDURES CLASSROOM, CLINIC AND LABORATORY DEMEANOR Students violating normal classroom decorum by acting in less than a professional manner during lecture, lab or clinic sessions will be asked to leave for the remainder of the session, this includes disturbance by beepers or cell phones. Multiple violations may result in dismissal from the course. RULES FOR X-RAY LAB

1. Students must be supervised by an RT instructor at all times in the lab. 2. Radiation monitor badges are to be worn by all students in lab. 4. Please, handle equipment with care at all times. 5. Students may only operate equipment for which they have instruction. 6. NEVER make an exposure until all persons are out of the X-ray lab. 8. NEVER make an exposure on another student. 9. NEVER open X-ray film bin when white light is on. 10. The lab is to be left neat and orderly at all times.

11. No smoking, eating or drinking in the lab area. TRANSPORTATION Students must have reliable transportation to and from class and to and from the assigned clinical facility. No transportation is provided by the college or clinical facility. REQUIREMENTS FOR CLINICAL EDUCATION In order to register for clinical education courses and to continue on to successive clinical education courses, the student must meet the following requirements:

1. Be a full-time student in the Radiography Program. 2. Have and maintain a cumulative grade point average of 2.0 or better and pass all clinical

courses. 3. Successfully complete required number of clinical competencies. 4. Successfully complete the objectives of each clinical education course prior to entering

subsequent clinical education courses. CLINICAL EDUCATION ASSIGNMENTS Students will attend two different clinical education sites for the two-year program. Students will not be placed in a clinic where they are employed.

1. Currently the clinical sites are: •Boca Raton Community Hospital •Jupiter Hospital •Lakeside Medical Center •Good Samaritan Medical Center •JFK Medical Center •Palm Beach Gardens Medical Center •Palms West Hospital •St. Mary’s Hospital •VA Medical Center •Wellington Regional Medical Center

2. The first clinical assignment will begin in Term I on the first year and continue through

Term III. At the beginning of term IV, the student will rotate to their second clinical assignment for the remainder of the educational period.

RHB Clinical 2016

3. Students will observe Palm Beach State College holidays and breaks. MEDICAL LIABILITY INSURANCE Each student is required to purchase medical liability and accident insurance through the college, which has contracted with an independent insurance carrier. Insurance fees are included in registration fees. All registration fees must be paid before a student can be assigned to a clinic.

STUDENT CLINICAL SUPERVISION Until a student achieves and documents competency in any given procedure, all clinical assignments shall be carried out under the direct supervision of qualified radiographers. The parameters of direct supervision are:

1. A qualified radiographer reviews the request for examination in relation to the student's achievement;

2. A qualified radiographer evaluates the condition of the patient in relation to the student's knowledge;

3. A qualified radiographer is present during the conduct of the examination; and 4. A qualified radiographer reviews and approves the radiographs.

In support of professional responsibility for provision of quality patient care and radiation protection, unsatisfactory radiographs shall be repeated only in the presence of a qualified radiographer, regardless of the student's level of competency. After demonstrating competency, students may perform procedures with indirect supervision. Indirect supervision is defined as that supervision provided by a qualified radiographer immediately available to assist students, regardless of the level of student achievement. "Immediately available" is interpreted as the presence of a qualified radiographer adjacent to the room or location where a radiographic procedure is being performed. This availability applies to all areas where ionizing radiation equipment is in use. CLINICAL EDUCATION CENTER RULES AND REGULATIONS

1. STUDENTS ARE SUBJECT TO ALL RULES AND REGULATIONS OF THE CLINICAL EDUCATION CENTER.

2. Students MUST NOT inject contrast medium or medication. 3. All students' academic and clinical records are considered, by the Radiography Program,

to be confidential. Records are released only under guidelines of the Family Education Rights and Privacy Act (FERPA). Records may be reviewed by students at any time.

4. All patients with whom the student comes into contact will be treated with respect, dignity and with careful attention given to patient modesty. Treat every patient as if you were the one being radiographed. All hospital and patient records are confidential, students are expected to maintain confidentiality in a professional manner.

5. Unless otherwise instructed, any student who begins or helps begin a radiographic procedure must complete the procedure before leaving the clinical facility.

6. Each student is to perform non-technical duties (patient transporting, film retrieving, darkroom functions etc.) as scheduled by the clinical coordinator. Each student is required to assist in maintaining a clean department by helping to keep the radiography room to which he/she is assigned orderly and properly supplied.

RHB Clinical 2016

7. A student should never leave a patient unattended, please note hospital policy for safe practices in patient supervision.

8. A student must receive permission from the Clinical Instructor and/or faculty member to leave a clinical assignment.

9. Clinical Differences - It is the intent and objective of the RADIOGRAPHY PROGRAM (college and affiliate hospitals) to be as uniform as possible with regard to activities for all students. Hospitals are individual and unique institutions and for this reason, there will be different policies and responsibilities at each clinical facility. Any questions which may arise concerning these differences will be gladly answered by college faculty.

10. Problems - Recognizing that the college and hospital affiliates conduct a joint effort in the education of Radiographers, any problem which may arise within the hospital area should be discussed with the Clinical Instructor before involving the college in the discussion.

11. Students will, at all times, present themselves as professionals in the Clinical Education center.

12. Students will, at all times, be bathed and aware of body and oral hygiene and will report to clinic with clean shoes, hair and uniforms.

In addition to the previous rules and regulations, students are reminded of the following: a. Report to clinical assignments in an alert condition. b. Possess NO drugs or liquor, nor engage in their use while on clinical assignment. The

clinical affiliation must comply with the State and Federal laws regarding drug and alcohol abuse.

c. Do not sleep during clinical assignment. d. Do not engage in theft of any articles from the Clinical Affiliation. Students found guilty

of theft will be immediately dismissed from the program. e. Do not engage in immoral conduct while on clinical assignment. f Do not smoke in areas where it is prohibited. g. Do not chew gum while on clinical assignment. (Except while on break) h. Do not eat in areas not specifically designated for that purpose. i. Do not use the clinical affiliate's telephone for personal use. j. Do not refuse to accept clinically-related assignment from the clinical instructor or to

take directions from an individual designated by the clinical affiliate. k. Do not leave patients unattended while undergoing diagnostic procedures. l. Do not accept any type of gratuity or "tip" from a patient or a patient's family.

m. Do not use language or manners unbecoming a professional. n. No cell phones in clinic.

RHB Clinical 2016

CLINICAL MERITS Merits - a numerical documentation of performance which exceeds the expectations of clinical performance to a notable degree. Merits are assigned by the instructors and can be used to remove demerits from portions of the clinical grade or for compensation time. A merit cannot be used in any way to increase the clinical competency portion of the clinical grade, including competencies, objectives, and ethics. One merit will be given for: 1. Exceptional case studies. (one per semester via Department Chairperson only) 2. Written thanks from patient or physicians. 3. Other merits may be given at the discretion of the clinical instructor. Rules:

1. One merit will void a demerit except in areas of competency, attendance, objectives and ethics. 2. One merit equals 1 hour comp time. 3 Merits may not be carried from one semester to another.

CLINICAL DEMERITS Demerits - a demerit is a numerical documentation of unsatisfactory performance which will effect a student’s clinical grade. Demerits are assigned by the instructors. The number of demerits given will depend on the seriousness of the infraction and the frequency of the infraction. One to five points per demerit will be taken from the final clinical grade. Examples of reasons demerits will be given include: 1. Leaving clinic without permission. 2. Violation of dress code. 3. Not following professional standards or clinical education center rules and regulations. 4. Not having ID markers in clinical. 5. Mislabeling an image. 6. Failure to finish entire exam. (i.e., release patient, finish paperwork, etc.) 7. Inconsistent performance in clinical setting. 8. Passing unacceptable images. 9. Not having staff check film. 10. Not badging or clocking in to clinical assignment. 11. Not completing clinical documentation.

THIS IS ONLY A PARTIAL LIST.

DEMERITS MAY BE GIVEN AT DISCRETION OF THE CLINICAL INSTRUCTOR.

RHB Clinical 2016

DRESS CODE FOR CLINICAL ASSIGNMENTS 1. Students are required to present a professional appearance at all times. It is the patients’

right to be treated with dignity and care by clean individuals. It is therefore required that each student practice good personal hygiene.

2. Students are required to wear an I.D. badge during clinical assignments. Panthercards and holders available at the campus bookstore will satisfy this requirement. One set of lead markers and a radiation monitor are also part of the uniform.

3. Students uniforms are subject to approval of program officials and consist of navy blue colored scrub type uniforms with white lab coats worn for warmth. The outer portion of the uniform must include an embroidered logo with Medical Imaging on the right side. On the navy blue scrubs the embroidery is to be all white. Embroidery of the white lab coats consist of the College logo and Medical Imaging in black. If permitted by the clinical facility, long-sleeved T-shirt may be worn under the scrub uniform. The long-sleeved T-shirt is to be white with no lettering of any kind.

4. Inappropriately fitting uniforms will not be permitted. 5. SHOES ARE TO BE CLEAN AND POLISHED AT ALL TIMES. Students will wear plain white duty-style shoes. No high-heels, open-toed shoes, sandals,

or open-heeled clogs may be worn. Leather-type tennis shoes with NO COLOR OR MARKINGS may be worn if they can be kept polished and clean AND HAVE BEEN PURCHASED FOR CLINICAL USE ONLY.

6. Jewelry appropriate for clinical includes one set of post, stud earrings worn only in ears, a wrist watch, and one ring on either hand. All other jewelry will be considered excessive for clinical practice. Excessive make-up or strong scent is not permitted.

7. Fingernails should be clean and neatly trimmed. Pale pink or clear nail polish is permitted and must be maintained in a fresh manner. Acrylic/gel/linen wrap nails are prohibited.

8. Students will abide by the rules and regulations of the clinical education center regarding beards. If worn, facial hair must be kept neatly trimmed and clean.

9. Hair should be clean and neat. Long hair must be worn up or tied back off the face and in a manner not to be a nuisance to the patient or interfere with clinical performance.

10. Students shall abide by the dress and grooming code of the clinical education center to which he/she is assigned. STUDENTS REPORTING OUT OF UNIFORM WILL BE SENT HOME and considered absent.

CLINICAL EDUCATION CENTER VISITATION PROCEDURES

RHB Clinical 2016

The Clinical Coordinator and Department Chairperson make regular visits to all Clinical Education Centers. Non-scheduled visits shall be made at the request of the Department Chairperson, Clinical Instructors or Students. The Clinical Coordinator is responsible for providing guidance and assistance to all parties involved in clinical education and for providing assurance that clinical education is consistent throughout the system. In order to fulfill these responsibilities, the following have been established: 1. The schedule of clinical visits is posted to the program calendar.

2. Program calendars are distributed to all parties involved in clinical education.

3. The Clinical Coordinator shall review student files during visits.

4. The Clinical Coordinator shall meet with the Clinical Instructor and students to provide guidance

and assistance as required, or requested by any party involved in the clinical education process.

SOCIAL MEDIA POLICY

1. Students may not publish any content related to patients and patient care and must maintain strict adherence to all laws and policies related to a patient’s personal health information. This includes patient name, photos, diagnostic testing results/images, case information, or any information that may lead a reasonable person to be able to identify a patient.

2. Students are personally responsible for school/clinic related content that is posted to a social media site (ie. Facebook, Twitter, etc). This includes, but is not limited to, comments about hospitals, supervisors, staff, co-workers, physicians, patients, fellow students, etc.

3. Students should not use clinic time to update or monitor social media sites.

PALM BEACH STATE COLLEGERADIOGRAPHY PROGRAM

LABORATORY SKILLS EVALUATION

STUDENT: __________________________________________ DATE:______________________

POSITION: __________________________________________ EVALUATOR: _______________

* Incorrect position will result in the negation of Lab Skills Test. *

*CORRECT POSITION* 2 - Acceptable Performance1 - Needs Minor Improvement

YES _____ NO _____ 0 - Needs Major Improvement

STUDENT PERFORMANCE ITEMS: 2 1 0

Prepare the room for the patient?

Have appropriate equipment available?

Ask if the patient is pregnant?

Explain the procedure to the patient?

Assist the patient on the table?

Set technique before positioning?

Set up the correct MAS?

Set up the correct KVP?

Select the correct cassette?

Position cassette correctly?

Position the patient correctly?

Place the patient in proper alignment?

Center the part to the film?

Center the central ray to the film or part?

Utilize the bucky tray correctly?

Angle the central ray correctly?

Use the correct source to image receptor distance?

Collimate to the appropriate size?

Identify the right (R) or left (L) correctly?

Give proper breathing instructions to patient?

Shield the patient?

Other - Describe:

Time: _______________[<10=2, 10-15=1, >15=0]

Points Possible: __________________ Points Acquired: _________________ Grade: ____________


LABORATORY SKILLS EVALUATION

STUDENT: __________________________________________ DATE:______________________

POSITION: __________________________________________ EVALUATOR: _______________

N/A

Points Possible: __________________ Points Acquired: _________________ Grade: ____________

RHB CEC List 2016


CLINICAL EDUCATION CENTERS BOCA RATON REGIONAL HOSPITAL 800 Meadows Road Boca Raton, FL 33486 DIR: Denise Caccioppo 955-7100 MGR: Gail McNamara 955-4995 CI: Gisella Nesi 955-7100x7347 Melissa Berquist GOOD SAMARITAN MEDICAL CENTER 1300 North Flagler Drive WPB, FL 33402 DIR: Barbara O’Brien 650-6311 MGR: Andrew Leitch 650-6311 OP: Alan Levine 650-6311 CI: Charlotte Dolan 650-6311 INDEPENDENT IMAGING 5051 S Congress Ave Lake Worth, FL 33449 ADM: Tammy Burton 795-5558 CI: Shawn Huynh INDEPENDENT IMAGING 3347 State Rd 7 Wellington FL 33449 ADM: Tammy Burton 795-5558 CI: Marsha Beasley JFK MEDICAL CENTER 5301 S. Congress Ave Atlantis, FL 33462 ADM: Mark Rizzi 548-3621 MGR: Samantha Nieves 548-6289 CI: Yanely McGann 548-7257 JUPITER MEDICAL CENTER 1210 S. Old Dixie Hwy. Jupiter, FL 33458 ADM: Kristina Gostic 744-4416 MGR: Shannon Cavallo 263-3472 CI: Glenn Brown 263-3472 LAKESIDE MEDICAL CENTER 39200 Hooker Hwy Belle Glade, Fl 33430 MGR: Bruce Sample 996-6571 CI: Michelle Bush 996-6571x461

PALM BEACH GARDENS MED CENTER 4401 Burns Road Palm Beach Gardens, Fl 33410 ADM: Andrew Payne 694-7182 CI: Cindy Burk 694-7180 Lisa Moore 694-7180 Michele Broome 694-7180 PALM BEACH ORTHOPEDIC INSTITUTE 4215 Burns Rd PBG FL 33410 ADM: Brian Bizub 694-7776 CI: Wendy Pepin 694-7776 PALMS WEST HOSPITAL 13001 Southern Blvd. Loxahatchee, FL 33470 ADM: Joan Sinnett 784-3203 CI: Virginia Brooks 791-8143 ST. MARY’S HOSPITAL 901 45th Street West Palm Beach, FL 33407 DIR: Vikki McGinnis MGR: Pru Kaufman 882-6443 CI: Selina Carey-Young 844-6300 X 25256 Gena Green VA MEDICAL CENTER 7305 N. Military Trail WPB, FL 33410-6400 MGR: Kathy Gatyas 422-5373 CI: Angela Wheeler 422-8711 WELLINGTON REGIONAL MED CTR 10101 Forest Hill Blvd Loxahatchee, FL 33414 MGR: Theresa Griffith 798-8593 CI: Pamela Thomas 798-8594 Medical Director: Dr. Brian Young Clinical Coord: Mike Latimer Clinical Coord: Gena Green s: Angel Kuska

RHB Rotation Sched 2016


CLINICAL ROTATION SCHEDULE FRESHMEN WINTER 2 Orientation -‐‑ Campus (1) 2 Orientation -‐‑ Hospital (1) 4 Rad/Fluoro (2) 2 Mobile 2 Nursing/Transport 2 ER SPRING/SUMMER 6 Rad/Fluoro 2 Rad/ER 3 Mobile/OR 1 Transport FALL 6 Rad/Fluoro 6 Rad/ER 4 Mobile/OR

SOPHOMORES WINTER 1 Transport 4 Rad/Fluoro (2) 5 Rad/ER 4 Mobile/OR 2 Elective/Mammography (late in term) SPRING/SUMMER 2 Rad/Fluoro 4 Mobile/OR 2 ER 2 CT 2 Advanced Modalities:

Specials, Cath Lab, Mammography , MRI, Nuclear Medicine, Sonography and Oncology

FALL 4 Rad/Fluoro (2) 2 Rad/ER 2 Mobile/OR 4 CT 4 Directed Development – Advanced

modalities or area of needed competency as determined by the CI

NOTES: (1) 2 consecutive weeks (2) 2 rotations of 2 consecutive weeks

CLINICAL EDUCATION HOURS AND ATTENDANCE 1. The number of hours for clinical assignments for students is based on eight hours

per day. Variations in these hours are subject to approval by the Program Director. Freshman students report to clinical on Tuesday, Thursday and Friday. Sophomore students report to clinical on Monday, Wednesday and Friday.

2. Students will be assigned a lunch period which they are required to take. The length of lunch will be commensurate with the practice of the site.

3. Employment cannot substitute for clinical education. A student will not receive any wage, salary, etc. from a clinical education center for any clinical time used to satisfy educational requirements of the Radiography Program.

4. Attendance records are kept in the clinical education centers by the clinical instructor. No unscheduled clinical time will count toward clinic time required by the program.

5. The following are the clinical hours required to complete the program. FIRST YEAR SECOND YEAR First Semester - 384 Clinic Hrs. First Semester - 384 Clinic Hrs. Second Semester - 288 Clinic Hrs. Second Semester - 288 Clinic Hrs. Third Semester - 384 Clinic Hrs. Third Semester - 384 Clinic Hrs. 6. Freshmen in their third semester and all sophomores will complete one “alternate”

shift per month (4 in the 1st year and 11 in the 2

nd year) as arranged with the

clinical instructor. Alternate shifts include evenings, nights, weekends or other shifts as deemed appropriate for the student’s level of experience. For sophomore students, these should include at least one 3-11, and one 11-7 shift. The intent of alternate shift assignment is to provide the student additional experiences (i.e., increased responsibility, trauma, professional judgement, etc,) not available during regular rotations and replace one day shift during that week.

7. A student will start his/her clinical assignment on time. 8. If a student will be absent from clinical, they must call in before the

beginning of their clinical day. They must also notify the Clinical Coordinator by phone or email prior to the start time of the shift.

9. Failing to call in more than three times prior to absence or tardiness may result in dismissal from the program.

10. Students are allowed 4 absences per year without penalty. 11. Students are directed to refer to the Radiography Program Absence Report

(Section 14) for clinical grade point reductions and disciplinary actions associated with absences, tardiness, failure to inform, and make-up time.


STUDENT ROTATION SCHEDULE

6EB3AAD2EC06FE8B8C729B8328415781.xlsx Term : __________

Name 1 2 3 4 5 6 7 8 9 10 11 12 13


STUDENT ROTATION SCHEDULE

6EB3AAD2EC06FE8B8C729B8328415781.xlsx Term : __________

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Student: _________________________


ATTENDANCE RECORDA=Absent

Alt=AlternateT=Tardy

M=Make-up

Year: __________

95BECEB5B6A21120BC1495E3A44ED424.xlsClinical Assignments Complete : ______________________________ Alternate Shifts Highlighted

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

1

2

3

4

5

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Student: _________________________


ATTENDANCE RECORDA=Absent

Alt=AlternateT=Tardy

M=Make-up

Year: __________

95BECEB5B6A21120BC1495E3A44ED424.xlsClinical Assignments Complete : ______________________________ Alternate Shifts Highlighted

29 30 31

Absence Report 2016


ABSENCE REPORT SECTION 1 - TO BE COMPLETED BY STUDENT Name: _____________________________ Hospital: _________________________________ Date of absence/Tardiness: _____________ Day of absence/Tardiness: ___________________ Reason for absence/Tardiness: __________________________________________________________ ___________________________________________________________________________________ SECTION 2 - TO BE COMPLETED BY CLINICAL INSTRUCTOR Notified by student before start of shift: YES _____ NO _____ Make up assignment: Date: __________ Time: __________ Comments: _________________________________________________________________________ ___________________________________________________________________________________ SECTION 3 - SIGNATURES Clinical Instructor: _________________________ Date: __________ Student: _________________________ Date: __________

Infraction (Circle all that apply) -Point s A. Failure to phone in before the start of your clinical day. -5 B. Late arrivals to clinic. (Requires make-up of missed time.)* -3 C. Absences from clinic. (Requires make-up for each day missed.)** -5 D. Failure to turn in required clinical forms -2 E. Failing to call in more than three (3) times prior to clinical absence or tardiness may result in dismissal from the program.

* CLINICAL INSTRUCTOR WILL ASSIGN MAKE-UP TIME. These clinical hours may be in increments of no less than four (4) hours at a time and may not be added to regular clinical time to create a shift of greater than twelve (12) hours in a day.

** Students are allowed four (4) excused absences per year. Each individual absence thereafter will be reviewed by the Program Director to determine need for reduction of points.

011 Competency Procedures 2016.doc

COMPETENCY BASED CLINICAL EDUCATION 1. Competency - based clinical education has been established for the students in the Radiography

program. It is designed to permit accurate assessment of the knowledge, skills and abilities of students in the clinical education component of the program. After completion of the prerequisite practice of radiographic examinations, the student indicates readiness for evaluation in a specific examination to the clinical faculty in the assigned clinical education center.

2. The Unit Competency Evaluating System is a standardized method of evaluating the performance and progress of students. Under this system the clinical education curriculum is divided into related groups of basic radiographic procedures (unit). During a designated period of time the student works on the mastery of one or more unit areas.

3. STUDENTS MAY WORK IN ANY UNIT DURING THE PROGRAM BUT MAY ONLY ATTEMPT COMPETENCY EVALUATIONS IN AREAS WHICH HAVE BEEN TESTED IN THE CLASSROOM AT THE COLLEGE.

4. Competency in a category of radiographic procedures is obtained by correctly performing the selected procedure.

5. Procedures performed by a student for competency evaluation may be selected by the evaluator or the student.

6. A student who does not satisfactorily perform in the competency evaluation may be permitted additional attempts.

7. Evaluation of a procedure will be terminated and rescheduled if, during the evaluation, the designated performance areas are not acceptable. (It is required that a student review the procedure before attempting to re-challenge.)

8. A minimum score of 80% on each procedure will be accepted as competent. 9. Competencies of seldom done exams may be simulated in the last semester. A maximum score

of 80% may be awarded due to the limited nature of these exams. 10. All competencies on the “Comp Worksheet” are required unless designated with an asterisk,

which identifies it as an optional competency.

011 Competency Procedures 2016.doc

DETERMINATION OF COMPETENCY Based on the belief that learning is a progression of behavioral changes, we have established a sequence of learning that will help each student attain and maintain clinical competency. 1. Didactic instruction - classroom teaching. 2. Positioning Workbook - review of anatomy/positioning. 3. Laboratory - demonstration of procedures by instructor, practice by student. 4. Lab simulation 5. Supervised patient practice - in clinical setting. 6. Competency evaluation exam. 7. Indirectly supervised patient examinations. At a time elected by the student, within each semester, the student must demonstrate his/her skill and competency in a specified number of radiographic examinations. To be rated competent, the student must perform challenges with an 80% accuracy rate. If a student fails to perform with at least an 80% accuracy rate he/she shall be required to remediate. STEPS TO FOLLOW IN THE EVENT OF A COMPETENCY EVALUATION FAILURE 1. The clinical instructor and student will discuss reason(s) for first attempt failures. Second

attempts may be made at the discretion of the clinical instructor. Before the student is permitted to repeat the challenge a third time, the following must occur:

A. Student will review the text and materials pertinent to that unit. B. The student will practice the procedure and gain additional experience. 2. After completing A and B above the student may request a re-evaluation of the procedure but

must pass the re-evaluation with an 80% accuracy rate to be judged competent for the procedure. 3. If the student fails the competency evaluation on the third attempt the Clinical Coordinator shall

be advised of this situation. Overall academic and clinical status of the student shall be assessed jointly by the Department Chairperson and the Clinical Coordinator in consultation with the student. A plan of remedial work will be established and/or the students continuing in the program re-evaluated.

RADIOGRAPHY PROGRAM CLINICAL FOLDER SETUP

Clinical_folder_setup20130409

Supplies needed: 1-2” 3 ring binder Page protector #1: Front: Student Data Sheet 3-Page protectors Back: Clinical Folder Setup 1-Set of 8 dividers Page protector #2: Front: Clinical Grade Tally Clinical Forms Packet Back: Clinical Grade Report Behind page protectors: Radiography Clinical Education Course Syllabi #1 ATTENDANCE

#2 COMPETENCIES

#3 MONTHLY EVALUATIONS

#4 EVALUATIONS BY TECHNOLOGISTS

#5 ALTERNATES

#6 STUDENT COUNSELING

#7 EXAM TRACKING

#8 EXAMINATION LOGS

Attendance Record

Competency Checklist (In page protector)

Monthly Clinical Evaluation

Evaluations by Technologist

Alternate Shift Evaluation

Clinical Merit

Examination Tally Sheet

Examination Log Sheet

Absence Report

Clinical Competency Evaluation

Clinical Rotation Exit Evaluation

Special Modalities Evaluation

Clinical Demerit

Clinical Education Hours and Attendance

Patient Transfer and Oxygen Administration Competency

Student Counseling

Vital Sign Assessment Competency

Sterile and Aseptic Technique and IV Therapy Competency

OR Procedures Competency

NOTE: Clinical Evaluation Folders should be reviewed by the student on a regular basis, but may NOT be released to the student at any time. It is acceptable to copy documentation for personal review.

RHB Stu Eval 2016

PALM BEACH COMMUNITY COLLEGE RADIOGRAPHY PROGRAM

CLINICAL EVALUATION PROCEDURES MONTHLY CLINICAL EVALUATION For freshmen, monthly clinical performance evaluations are to be completed for each month from February through November. For sophomore, monthly clinical performance evaluations are completed for each month from January through November. It is the responsibility of the student to present appropriate evaluation forms to the Clinical Instructor and file them in the evaluation folder. All necessary forms are provided in this handbook. STUDENT RESPONSIBILITIES The initial submission date for all monthly documentation shall be the first clinical day of the month. Submission of non-current forms is not acceptable. MONTHLY CLINICAL EVALUATION BY CLINICAL INSTRUCTOR The Self-Evaluation section of the Monthly Clinical Evaluation shall be completed according to the directions listed below by the student prior to submission to the Clinical Instructor. If adequate room does not exist for the student to address all objectives on the front of the form, please use the back. SELF EVALUATION SECTION Beginning of the month

1. The student shall review the unit objectives for each rotation to which he or she has been assigned for the evaluation period.

2. The student shall specify their personal objectives to be accomplished throughout the month.

3. If the prior month’s objectives have not been accomplished, the student shall indicate what objectives remain.

4. The student shall transfer the “total” number of examinations in which they have participated and the total competencies attained from the previous month’s evaluation to the “old” section of the examinations and competencies at the top of the form.

End of the month

1. The student shall self-evaluate their clinical performance for the evaluation period by checking the appropriate circle next to the descriptors ranging from above average to unacceptable. This self-evaluation should be based on the accomplishment of the objectives set forth at the beginning of the month. Above average rankings should be accompanied by specific examples demonstrating this achievement.

2. Examinations and competencies completed throughout the month should be tallied, and entered into the “new” section of the Monthly Clinical Evaluation and totaled.*

RHB Stu Eval 2016

3. The “required” section of the form should reflect the total number of competencies achieved minus any “star” competencies.

*It is the student’s daily responsibility to maintain accurate record of examinations in which they have participated, on their Examination Log Sheets. These log sheets must be tallied each month according to the type of examination and number of exams. The number of “new” examinations must coincide with the number of examinations recorded in the monthly total of the Examination Tally Sheet. “Total” entries on the Monthly Clinical Evaluation must correspond with the cumulative total on the Examination Tally Sheet. Any competencies completed must have a Clinical Competency Evaluation on file within the Competencies section of the evaluation folder.

EVALUATION BY TECHNOLOGIST This form shall be completed at a minimum of every two weeks by the technologist(s) who has (have) provided either direct or indirect supervision of the student. If the student has bee under the supervision of multiple technologists, evaluations may be completed by more than one technologist, and then averaged together.

CLINICAL INSTRUCTOR DUTIES The Clinical Instructor shall complete the Monthly Clinical Evaluation Form and the review process with the student by the 7th of every month unless extenuating circumstances prevent such. In no case should the student review be postponed beyond the 10th of the month. In cases where this may occur, the Clinical Instructor should contact the Clinical Coordinator for assistance in this process. This monthly review process should consist of the following:

1. Monthly Clinical Evaluation by Clinical Instructor. This form shall be completed by the Clinical Instructor for each monthly evaluation period. In addition to the identified evaluation criteria, the Clinical Instructor should add comments as appropriate in regard to the following areas: • Clinical Instructor’s Evaluation: The Clinical Instructor may provide

observations and/or comments which are not specifically addressed elsewhere, but are useful feedback for student development.

• Areas for Directed Development: The Clinical Instructor shall provide specific goals which they feel are necessary for the appropriate continued development of the student.

2. Examination Tally Sheet and Examination Log Sheets. This documentation

should be analyzed for the following: • Number of exams performed for the first time • Number of exams completed during the evaluation period • Cumulative total of examinations • Exam diversity

3. Competency Checklist and Competency Evaluations. This documentation

should be analyzed for the following:

RHB Stu Eval 2016

• Number of new competencies • Cumulative total of competencies • Correlation between the total number of competencies and competency

target for the current term. CLINICAL ROTATION EXIT EVALUATION This form is to be filled out by the Clinical Instructor when the student rotates to a new clinical assignment, usually in mid-October. CLINICAL INSTRUCTOR’S REFERENCE FILES All students are assumed to be honest and persons of integrity. However, in some extreme cases, there is always a possibility that a student could purposefully fail to include certain records in their files. Therefore, Clinical Instructors shall maintain a folder separate from the files released to students with copies of the following completed (including signatures) files:

• Clinical Absence Reports • Student Counseling Forms • Demerit/Disciplinary Forms

CLINICAL COORDINATOR’S REVIEW It is the responsibility of the Clinical Coordinator to review student clinical documentation for inclusions and appropriate maintenance during regularly scheduled clinical visitation in order to assure consistency in all clinical education centers. In cases where this is not being accomplished, the Clinical Coordinator shall counsel the student on the implementation of policy and procedure.

RHB Clin Orientation 2016 Page 1

ORIENTATION CHECK LIST Please date and initial each item as completed or accomplished. INTRODUCTIONS: _____ _____ Supervisors _____ _____ Staff _____ _____ Radiologists _____ _____ Review chain of command WALKTHROUGH: _____ _____ Bathrooms _____ _____ Cafeteria _____ _____ Central Sterile Supply _____ _____ Control _____ _____ Critical Care Units _____ _____ CT _____ _____ Lockers _____ _____ Lounge _____ _____ Main Department _____ _____ MRI _____ _____ NM _____ _____ Office _____ _____ Oncology _____ _____ OR _____ _____ Outpatient Imaging _____ _____ PACU _____ _____ Portables _____ _____ Storeroom _____ _____ US SUPPLIES: _____ _____ Barium Supplies _____ _____ Bleach _____ _____ BP Cuff _____ _____ Brat Board _____ _____ Bright Light _____ _____ Calipers _____ _____ Cassette Holders _____ _____ Compression Devices


_____ _____ Cones _____ _____ Consent Forms _____ _____ Contrast Supplies _____ _____ Crash Cart _____ _____ Decub board _____ _____ Emergency boxes _____ _____ Fire Extinguishers _____ _____ General Patient Care items _____ _____ Grid Holders _____ _____ Grids _____ _____ Handles _____ _____ History Sheets _____ _____ Interim Reports _____ _____ Labels _____ _____ Lead Strips _____ _____ Linens _____ _____ Markers _____ _____ Medications _____ _____ Needle/Syringe Cabinet-‐‑Key _____ _____ Oxygen _____ _____ Pigg O Stat _____ _____ Pillows _____ _____ Procedure Boxes _____ _____ Protocol Books _____ _____ Red & Clear bags _____ _____ Safety Bands _____ _____ Sand Bags _____ _____ Slide Boards _____ _____ Sponges _____ _____ Sterile Procedure Trays _____ _____ Stethoscope _____ _____ Suction _____ _____ Tags _____ _____ Tape _____ _____ Technique Charts _____ _____ Universal Precaution Articles _____ _____ Velcro COMMUNICATIONS: _____ _____ Bulletin Boards


_____ _____ Intercom _____ _____ People to People Skills _____ _____ Phones _____ _____ Schedules MANUALS: _____ _____ Department _____ _____ Personnel _____ _____ Program Handbook _____ _____ Protocols _____ _____ Safety, Right To Know COMPUTER: _____ _____ Cancel order/Change order _____ _____ Look Up _____ _____ No Film Procedure _____ _____ Profile _____ _____ Reports _____ _____ Sign On _____ _____ Tech Enter/Edit IMPORTANT STUDENT FORMS: _____ _____ CI Evaluation _____ _____ Competency Book Forms _____ _____ Consultation Form _____ _____ Daily Log _____ _____ End of Year Evaluation _____ _____ Grievance Form _____ _____ Lateness/Absence Form _____ _____ Personal Information Sheet _____ _____ Release of Information _____ _____ Self Evaluation _____ _____ Technologist Evaluation _____ _____ Uniform Check List PERFORMANCE: _____ _____ Accident/Incident Reports _____ _____ Body Mechanics/Lifting Techniques _____ _____ Call In Procedure


_____ _____ Codes-‐‑Blue, Red, Silver, Orange _____ _____ Confidentiality _____ _____ Equipment failures _____ _____ Ethics-‐‑Conduct _____ _____ Evaluation process _____ _____ Expectations


DIAGNOSTIC IMAGING ORIENTATION -‐‑ TELEPHONE COMMUNICATIONS The telephone is an integral part of the communication that takes place between our department and patients, peers, co-‐‑workers, offices, nurse stations, and sales people. Communication is a vital part of the health care system and telephone communication is many times the first link in the system. All telephone users shall be responsible for the following rules of etiquette: TELEPHONER: 1. Be sure to know WHO to call in regard to the matter at hand, or else find out. 2. Have all pertinent related material in front of you before you place the call,

including pens and paper. 3. Identify yourself, department, and reason for the call in a concise manner. 4. Ask for the other person'ʹs identity if not already given, and make sure this

person is capable of handling the matter. 5. Present yourself in a pleasant manner. 6. Ensure that both sides of the conversation are understood by all be foe hanging

up. Have the information repeated if necessary. TELEPHONEE: 1. Answer the phone pleasantly, identifying yourself and the department. 2. Have pen and paper near the phone to jot down any information as necessary. 3. Repeat information to assure an understanding. 4. Ask for the other persons identity if not already give. 5. Be pleasant and courteous regardless of the callers disposition, you are a

representative of the department. 6. Obtain needed information or refer the caller to an appropriate person. Do not

handle a matter beyond your ability. Always give correct information. If you are not sure find out.

7. Ensure that both sides of the conversation are understood by all before hanging up.

BOTH PARTIES: 1. Make sure you are adept at call forwarding. Be very careful not to cut off or lose

a call. 2. Pick up the phone promptly, do not let it ring incessantly. 3. Personal phone calls are not allowed except under emergency conditions.


CLINICAL ROTATION EXIT EVALUATION Name: ______________________________ Date: __________ CEC: ______________________________ Rotation: 1st _____ 2nd _____ STRENGTHS: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ AREAS IN NEED OF IMPROVEMENT: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

RECOMMENDATIONS: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Clinical Instructor: _________________________ Student: _________________________

CA575DDDD79D9A7227ACF63E9F25012D.xlsName: _________________________ Verification: _________________________

PALM BEACH STATE COLLEGE RADIOGRAPHY PROGRAMCOMPETENCY CHECKLIST

PROCEDURE SIM DATE VERIFIED PROCEDURE SIM DATE VERIFIEDTHORAX VERTEBRAL COLUMN

Chest Cervical spine with obliquesChest, decubitus Cervical spine, traumaChest, portable Lumbosacral spine with oblChest, portable pediatric Thoracic SpineChest, stretcher or wheelchair Total 4Chest, pediatric URINARY SYSTEMChest, line placement Cystogram or VCUGRibs

Total 8 Total 1ABDOMEN

Abdomen, decubitus DIGESTIVE SYSTEMAbdomen, portable Barium enema-‐ single or air Abdomen, portable tube placement ERCPAbdomen, supine EsophogramAbdomen, upright Rehab swallow

Total 5 Small bowel seriesEXTREMITIES Upper GI

Finger Total 6Thumb SPECIAL STUDIESHand Myelogram or Lumbar PunctureWrist CT HeadForearm CT ChestElbow CT AbodmenHumerus Total 4Shoulder, nontraumaShoulder, traumaUpper ext, trauma SURGICALToe C-‐arm procedure, orthopedicFoot C-‐arm procedure, thoracicAnkle OR Ortho-‐ SpineTibia & Fibula OR PortableKnee Total 4FemurHip, nontrauma PATIENT CAREHip, trauma CPRPelvis Vital signsLower extremity, trauma Sterile and Aseptic Technique

Total 20 VenipunctureHEAD AND NECK Transfer of Patient

Facial bones Care of Medical Equip/O2Mandible/Panorex Total 6Nasal bonesParanasal sinusesSkull

Total 5 Grand total 63

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PALM BEACH STATE COLLEGE RADIOGRAPHY PROGRAMCOMPETENCY CHECKLIST Star Comp Listing

PROCEDURE SIM DATE VERIFIED PROCEDURE SIM DATETHORAX HEAD AND NECK

*Sternum CT HeadCT Chest *Zygomatic arches

*Orbits/Optic foramen*SMV*Skull with cross-‐table lateral*Temporomandibular joints

VERTEBRAL COLUMN*Sacrum/Coccyx*Cervical spine with flex & ext

ABDOMEN *Lumbar spine with flex & extCT Abdomen *Sacro-‐iliac jointCT Pelvis *Scoliosis series

*Larynx, soft tissue neck

EXTREMITIESBone Age URINARY SYSTEMLong Bone *IVU Weight Bearing *HysterosalpingogramTomoJoint AspirationArthrogram DIGESTIVE SYSTEMClavicle * *Barium enema-‐ double *Acromioclavicular joints *Cholangiogram, t-‐tube*Bone survey*Carpal navicular view*Extremity, 6 years old or less*Patella*Intercondyloid fossa*Long bone measurement*Os calcis SPECIAL STUDIES*Shoulder with grashey *Venogram*Scapula *Tomograms (non-‐IVP)

*Mammography*Arthrogram*Arteriogram

SURGICAL*Cholangiogram, operative*Extremities*OR Urology

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PALM BEACH STATE COLLEGE RADIOGRAPHY PROGRAMCOMPETENCY CHECKLIST Star Comp Listing

VERIFIEDHEAD AND NECK

VERTEBRAL COLUMN

URINARY SYSTEM

SPECIAL STUDIES

SURGICAL

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0FC17B04D600F87CD44AE3D4B80C3C7D.xls Name: ______________________________

PALM BEACH STATE COLLEGE RADIOGRAPHY PROGRAMEXAMINATION LOG SHEET

O-observed A-assisted P-performed R-repeat C-pediatric T-trauma Date Patient # Examination Key Tech Initial Date Patient #

0FC17B04D600F87CD44AE3D4B80C3C7D.xls Name: ______________________________

PALM BEACH STATE COLLEGE RADIOGRAPHY PROGRAMEXAMINATION LOG SHEET

O-observed A-assisted P-performed R-repeat C-pediatric T-trauma Examination Key Tech Initial

6EDA05351FB06DB3CF369F9AAFDFFBA2.xls Name: ___________________________________ Page 1

PALM BEACH STATE COLLEGE RADIOGRAPHY PROGRAMEXAMINATION TALLY SHEET

JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JULTHORAX

ChestChest, decubitusChest, pigostatChest, portableChest, stretcher or wheelchairChest, line placementRibs*Chest, fluoroscopy*Sternum

ABDOMENAbdomen, decubitusAbdomen, portableAbdomen, portable tube placementAbdomen, supineAbdomen, upright

EXTREMITIESAnkle*ClavicleElbowFemurFingerFootForearmHandHip, nontraumaHip, traumaHumerusKneePatellaPelvisScapulaShoulder, nontraumaShoulder, traumaThumbTibia & Fibula


ToeWrist*Acromioclavicular joints*Bone survey*Carpal navicular view*Extremity, 6 years old or less*Extremity, soft tissue*Intercondyloid fossa*Long bone measure*Os calcis*Shoulder (grashey method)*Shoulder (transaxillary view)

HEAD AND NECKFacial bonesMandibleNasal bones*Orbits/Optic foramenParanasal sinusesSkull*SMV*Larynx, soft tissue neck*Skull with cross-table lateral*Temporomandibular joints*Zygomatic arches

VERTEBRAL COLUMNCervical spine with obliquesCervical spine, trauma lateralLumbosacral spine with obliques*Sacrum/CoccyxThoracic spine*Cervical spine (flex & ext)*Lumbar spine (flex & ext)*Sacro-iliac joint*Scoliosis series

URINARY SYSTEMCystogramCystourethrogram, voidingIVU with tomography


*HysterosalpingogramDIGESTIVE SYSTEM

Barium enema - double contrastBarium enema - single contrastERCPEsophogramRehab swallowSmall bowel seriesUpper GI*Cholangiogram, t-tube

SPECIAL STUDIESMyelogramComputed tomography*Venogram*Tomograms (non-IVP)*Mammography*Arthrogram*Arteriogram

SURGICALC-arm procedure, orthopedicC-arm procedure, thoracicOperative urology procedureOR Portable*Cholangiogram, operative*Extremities

MISCELLANEOUS

MONTHLY TOTAL

CUMULATIVE TOTAL


PALM BEACH STATE COLLEGE RADIOGRAPHY PROGRAMEXAMINATION TALLY SHEET

AUG SEP OCT NOV DEC


MONTHLY CLINICAL EVALUATION

018 monthly eval 2016.docx6

NAME: __________________________________________________ MONTH: _______________YEAR:_____ STUDENT SELF EVALUATION: Req. COMPS EXAMS O Above Average Last month _______ _______ O Acceptable This month _______ _______ O Below Average Total _______ _______ O Unacceptable Current Rotation: ______________________________________________________________________________ Objectives:_________________________________________________________________________________________________________________________________________________________________________________ Have you accomplished the clinical rotation objectives for the month? YES O NO O If “NO”, what objectives remain? _________________________________________________________________ _____________________________________________________________________________________________ CLINICAL INSTRUCTOR'S EVALUATION: Consultations: _____ Merits: _____ Demerits: _____ Absences: _____ Tardies: _____ Alt Shift: _____

(ALL NUMBERS, OBSERVATIONS AND REMARKS FOR THIS MONTH)

Excellent

Above

Average

Good

Below

Average

Unsatisfactory

Interpersonal Communication Cooperation and Attitude

Professionalism/ Dress code Ethics & confidentiality Quality & Competencies Quantity of Work Ability to follow instructions / take constructive criticism

Radiation Protection Patient care & safety Use and care of equipment Ability to set and adjust techniques Positioning skills Image Analysis Adapt to unusual patient situations Organization of work Initiative / Dependability TOTAL

COMMENTS:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ GRADE (# Excellent • 100 = _____ ) + (# Above Avg. • 90 = _____ ) + (# Good • 80 = _____ ) + (# Below Avg. • 70 = _____ ) + (# Unsatisfactory. • 0 = _____ ) / 16 = _____

Student: CI: CC:


MONTHLY CLINICAL EVALUATION

018 monthly eval 2016.docx6

Excellent

Above Average

Good

Below Average

Unsatisfactory

Interpersonal Communication

Communicates effectively with

staff and patients

Communicates fairly well, is building skill with difficult issues

Meets minimum standards for

communication with staff and patients

Able to explain exam but has mixed results

Performs below average, difficulty

obtaining cooperation

Cooperation and Attitude

Excellent team worker, positive

leader

Consistently works well with others

Average

At times arrogant: passive: imprudent

and/ or surly

Causes problems, inclined to be quarrelsome

Professional appearance & Dress Code

Excellent appearance always within standards

Above average appearance within

standards

Within acceptable

standards

Has to be reminded to wear clean

uniform with badge and markers

Frequent uniform infractions

Ethics / Patient Confidentiality

Consistently demonstrates

characteristics that stand out in the

work environment.

Demonstrates characteristics of a

good employee in the normal work environment.

Meets minimum

requirements

Additional training in employability skill

is recommended.

Additional training in employability

skills is a must if the student is to survive in the environment.

Quality of work & Competencies

Superior- always produces quality

work

Consistently above average in

performance

Does what is required

Frequent repeats of exams are necessary

Requires constant supervision and must

be told to repeat Quantity of Work Superior amount of

quality work Very industrious Meets minimum

requirements

Slow – just enough to get by

Has to be prodded, works very slowly

Ability to follow instructions / constructive criticism

Learns rapidly, retains knowledge, accepts criticism

Follows instructions well, acknowledges input, rarely repeats

errors

Average retention, acknowledges input,

repeats errors occasionally

Hesitant to respond; doesn’t acknowledge suggestions, repeats

errors

Argues with staff

input; repeats errors

Radiation Protection

Always uses shield when appropriate. Always conscious

of ALARA

Consistent application of

ALARA

Uses ALARA

principles with few mistakes

Has to be reminded to shield patients and

themselves

Throws caution to the wind; ignores

policy and procedures

Patient care & safety

Superior skills, patients respond

well to the student

Provides pt care with ease, aware of safety concerns and makes

few errors

Student works well with patients and

makes normal mistakes

Below average application of

knowledge

Makes frequent

mistakes impacting patient safety

Use and care of equipment

Demonstrates complete

confidence

Very knowledgeable but needs practice with some equip

Adequate, has gaps with fluoro/OR/port

Unfamiliar with some equipment

Shows no knowledge in basic

equipment operation Ability to set and adjust techniques

Excellent ability Exposure Index #

always in expected range

Makes few mistakes EI numbers consistent

Requires little help

Careless errors

Constantly needs assistance; frequent repeated mistakes

Positioning skills

Superior skills; rarely needs assistance

Makes few mistakes Normal mistakes Below average application of

knowledge

Makes frequent mistakes

Image Analysis (Identify and correct errors)


Makes few mistakes

Normal mistakes

sBelow average application of

knowledge

Makes frequent

mistakes

Critical thinking Adapt to unusual patient situations

Demonstrates appropriate critical thinking for level

of program

Fairly consistent in decision making

applies knowledge to patient care

Does what is expected seeks

frequent support

Not always able to apply knowledge to

clinical setting

Is unable to apply principles to clinics

Organization of work

Superior, knows what to do first and

does it

Needs little help – learns from mistakes

Average Below average; needs to be told to do

things

Confused; appears lost

Initiative & Dependability

Superior; always looks for things to

do

Very industrious Meets minimum requirements

Has to be told or reminded

Lazy


EVALUATION BY TECHNOLOGIST

019 tech eval 2016.doc6 BOTH PAGES OF FORM REQUIRED

Student: ____________________________________ Date: __________ Technologist: ________________________________ Grade: __________ Circle your observations and calculate grade on page 2. Leave comments on page 2 when appropriate.

Excellent Above Average

Good Below Average Unsatisfactory

Ability to follow instructions

Learns rapidly, retains knowledge

Follows instructions well

Average retention Some standards were not met

Performance below average

Ability to accept constructive criticism

Accepts criticism, asks appropriate questions, learns from mistakes

Generally acknowledges input, rarely repeats errors

Acknowledges input, may repeat errors

occasionally

Does not acknowledge staff

suggestions, repeats errors

Argues with staff input, repeats errors

frequently

Initiative Superior; always looking for things

to do


Lacks initiative

Must to be told what to do daily

Adaptability Recognizes change and responds

quickly to each new circumstance

Adapts well to new situations and learns from unusual cases

Responds appropriately to unusual cases

Additional training in adaptability skills

is recommended.

Student is confounded by

change in patient condition or workflow

Technical Skills Selects technical parameters

consistently and modifies PRN

Shows understanding of technical

parameters, requires little correction

Meets minimum requirements for

technique/SID/fluoro and set-up

Frequently needs help with technique,

SID or marker placement

Confuses basic technical settings and

needs remediation



of ALARA


ALARA

Uses ALARA principles with few

mistakes


themselves

Caution thrown to the wind, ignores


Professional judgment and critical thinking


of program

Fairly consistent in decision making,


Does what is expected, seeks frequent support


clinical setting

Is book smart, but unable to apply

principles to clinic

Common sense and organization of work

Demonstrates confidence; is consistent in

sequence of exams

Usually self-reliant; requires little help

Average, needs some instruction

Poor judgment, lacks common sense and

organization


Reaction under stress

Cool as ice, can handle any

stressful situation

Appropriate response for student at this

level

Adequate and building skill

Below Average needs work with

stress management

Does not handle stressful situations

Communication Skills


staff, patients and co-workers

Communicates fairly well, is building skill with difficult patients

and physicians

Meets minimum requirements for

communicating with patients, families and

staff

Able to explain exams, but has

difficulty obtaining required outcomes

Performance below average. Student has difficulty explaining

procedures and eliciting cooperation

Patient care, safety and confidentiality

Superior skills; patients respond

well to this student

Provides pt care with ease, aware of safety concerns and makes

few errors

Student works well with patients and

makes normal mistakes


knowledge

Makes frequent mistakes impacting

patient safety

Use and care of equipment


confidence with all equipment

Very knowledgeable, but needs practice with seldom used

equipment

Adequate, but has gaps with

fluoro/OR/port or other equip

Unfamiliar with most equipmentsshasha

Shows no knowledge in basic equipment

operation

Professional Appearance / Dress Code



standards

Within acceptable standards


uniform with badge and markers



EVALUATION BY TECHNOLOGIST

019 tech eval 2016.doc6 BOTH PAGES OF FORM REQUIRED

TECHNOLOGISTS COMMENTS

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________ STUDENT COMMENTS

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________ GRADE (# Excellent • 100 = _____ ) + (# Above Average • 90 = _____ ) + (# Good • 80 = _____ ) + (#

Below Average- • 60 = _____ ) + (# Unsatisfactory • 0 = _____) / 13 = _____

Technologist Signature: _________________________ Student Signature: _________________________


CLINICAL COMPETENCY EVALUATION INSTRUCTIONS

compinstructions2013

PURPOSE These guidelines have been developed to assure the consistency of clinical competency evaluation. They are provided as a guide for students, clinical instructors, and clinical staff so there is a clear understanding of the evaluation process, behavioral objectives and clinical performance necessary to attain clinical competence. CLINICAL OBJECTIVES Utilizing skills gained from clinic, laboratory and didactic education, the student will perform the radiographic study in an accurate and appropriate manner. INSTRUCTIONS The evaluator will indicate the student’s performance by marking the appropriate box on the evaluation for according to his observations for the procedure in its entirety, including all patient care provided and projections taken. Sections on the evaluation form are scored as follows: Yes: Performed objective No: Did not perform the objective 2: Needs NO improvement – objective accomplished in accordance with established standards resulting in an acceptable diagnostic radiographic examination 1: Needs minor improvement – objective accomplished in partial compliance with established standards resulting in an acceptable diagnostic radiographic examination 0: Needs major improvement – performance is not in compliance with established standards. This may result in either an acceptable or unacceptable diagnostic radiographic study NA: Indicates that performance item does not apply to this particular radiographic study Any item marked as ‘NO’ or ‘0’ will negate the entire competency evaluation, but does not establish grounds for aborting the evaluation process. Any film which must be repeated as a result of student error will negate the entire competency evaluation, but does not establish grounds for aborting the evaluation process. Any item scored as a ‘1’ or a ‘0’ must be accompanied by constructive criticism indicating how the student can correct the identified deficiency. The final grade is derived from the relationship of points possible to points attained as follows: points attained / points possible x 100 = X%

Palm Beach State CollegeRadiography Program


Simulation: yes noFailed attempt: yes no

668B742F1041F237C7AE977CD943945A.xls

Student Name Date

Procedure Pt ID

Patient Relationship Yes No NAIdentify clinical protocol for examInterpret request accurately/check ordersCorrectly identify patientObtain accurate history/ assessmentAscertain probability of pregnancyRemove extraneous items (jewelry, etc.)Assist patient appropriately (safety,privacy)

Radiation Safety Yes No NAUtilize appropriate markersShield patient properlyUse principles of rad safety for self (time, distance, shielding)

Technical Factors 2 1 0Select appropriate IR/gridSet appropriate technical factors before positioningDetermine appropriate index or exposure range

Positioning 2 1 0Position patient correctly using anatomical landmarksAlign tube, IR and area of interest (proper CR, SID, angulation)Utilize immobilization devices PRNPerform positioning efficiently (sequence, speed)Collimate beam properly (Never >film size)Instruct patient properly (explanation, breathing, etc.)Watch patient during exposure

Image Critique 2 1 0Identify projection of each radiograph correctlyIdentify pertinent anatomy correctlyIdentify obvious pathologyDetermine if exposure factors are appropriateDetermine means to improve position or techniqueDetermine if image orientation is correct

Student Signature




668B742F1041F237C7AE977CD943945A.xls

Evaluator's Signature

Clinical Instructor's Signature




668B742F1041F237C7AE977CD943945A.xls

Grade

Site

NA Notation

NA Notation

NA Notation

Notation

Notation




668B742F1041F237C7AE977CD943945A.xls

Vital Signs Comp 2016


Vital Sign Assessment Competency

Name: ___________________________________ Date: _____________ Did the student radiographer: Yes No N/A Identify and gain consent from patient for procedure Explain procedure to patient/answer questions Wash hands before procedure Use protective devices, maintain asepsis Blood Pressure Collect and assemble proper equipment Wrap cuff around upper arm, tubing in proper direction With stethoscope in ears, place diaphragm at brachial pulse Inflate cuff to approx. 180 mm Hg Release pressure in cuff, noting first and last distinct pulse sounds and the corresponding numbers on gauge

Release remaining air in cuff Remove equipment from patient Record the reading systolic/diastolic accurately Pulse Identify radial or brachial pulse and gently apply pressure over the artery with tips of two fingers

Count the beats for 30 seconds and multiply by 2. For irregular pulse count beats for full minute.

Record the reading accurately Respirations Observe the rise and fall of the chest and count each cycle, while appearing to take pulse.

Count cycles for full 30 seconds and multiply by 2. Count irregular pulses for full 60 seconds.

Record the respirations accurately Temperature Take oral or digital temperature using aseptic technique Record the temperature accurately Competency Criteria: Any item marked “NO” indicates that competency has not been attained.

Evaluator: ___________________________________ Pass: YES / NO

Sterile and aseptic technique competency 2016


Sterile and Aseptic Technique Competency

Name: ___________________________________ Date: _____________ Sterile Gloves: Yes No N/A Open package correctly Remove and apply gloves individually without contamination Remove gloves by inverting them over hands and discarding Surgical gown and mask Open package, lift and apply gown, secure without contamination

Properly put on and remove a surgical mask Sterile Tray Place sterile package in center of surface Open flap of package away from body toward far surface Open left and right flaps from the side Grasping the turned down corner, pull the fourth and final flap toward body and down from tray

Place a sterile object on the tray Put a fluid (betadine) on the sterile tray Presnet a vial of liquid to the radiologist and hold it while it is being drawn up

Prepare the used tray for disgard

Competency Criteria: Any item marked “NO” indicates that competency has not been attained.


IV Comp 2013


IV Therapy Competency

Name: ___________________________________ Date: _____________ Did the student radiographer: Yes No N/A Identify and gain consent from patient Explain procedure to patient/answer questions Wash hands before procedure Use protective devices as appropriate Collect and assemble proper equipment Apply tourniquet Palpate and dilate vein Select vein based on assessment Clean site/center to periphery/Allow the site to dry Inform the patient of the puncture Enter the vein at appropriate angle Aseptically insert cannula bevel up Ascertain blood return Advance stylet then catheter (angiocaths only) Release tourniquet/Inspect site for complications Place sterile sponge over site Quickly, smoothly remove cannula intact Elevate and apply pressure to site/Apply dressing Properly dispose of contaminates /Chart process Competency Criteria: Any item marked “NO” indicates that competency has

not been attained. Method: Butterfly_____ Vacutainer_____ Angiocath_____ Charting Notes: Evaluator: ___________________________________ Pass: YES / NO

Oxygen comp 2013


Oxygen Administration Competency

Name: ___________________________________ Date: _____________ Did the student radiographer: Yes No N/A Identify and gain consent from patient Explain procedure to patient / answer questions Wash hands before procedure Use protective devices, maintain asepsis Collect and assemble equipment Observe complete set-up of existing O2 administration Recreate exact administration scheme for transport Demonstrate use of nasal cannula Demonstrate use of oxygen mask Demonstrate setting flow meter at wall outlet Demonstrate setting flow meter for portable oxygen Properly dispose of contaminates Chart process


Charting Notes:______________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Evaluator: ___________________________________ Pass: YES / NO

Patient transfer competency 2013


Patient Transfer Competency

Name: ___________________________________ Date: _____________ Did the student radiographer: Yes No N/A Demonstrate proper wheelchair and cart transfer techniques Stand –by Assist Wheelchair Transfer Position the wheelchair at 45 degrees to table Move footrests and lock chair Direct patient to move up and over to table until seated Assisted Standing Pivot Wheelchair Transfer Position wheelchair 45 degrees to table Move footrests and lock chair Assist patient to move up and over to table until seated Two-Person Wheelchair Lift Plan for lift by locating assistance, one person for torso, one for legs

Lock chair, move leg rests, direct patient to cross arms Standing behind patient, perform lift to safely place them on the table

Cart Transfer without a moving device Move cart alongside table and lock wheels Roll draw sheet on both sides of patient Cross patient’s arms over chest Determine who will support patients head and body to safely perform lift

Direct second assistant to support pelvis and assure cart does not move

On command, grasp the rolled draw sheet and pull the patient to the edge of the cart

On second command, slowly lift and pull the patient onto the table



022 Alt Shift Eval 2016.doc16


ALTERNATE SHIFT EVALUATION Student: ____________________________________ Day: ____________ Date: __________ Technologist: ________________________________ Time: ___________ Grade: __________

BEHAVIORAL OBJECTIVES

Exceeds

+

Meets

-

Does Not

Meet Demonstrates an ability to combine skills from a number of areas (i.e., clerical, PACS, radiography and transport) by performing all necessary steps in the absence of support staff normally available on day shift.

Displays independent decision making in the performance of radiographic procedures under indirect supervision.

Demonstrates ability to prioritize sequencing of multiple patients/exams.

Reaction under stress Interpersonal Communication Cooperation and Attitude

Professionalism/ Dress code Ethics & confidentiality Quality & Competencies Quantity of Work Ability to follow instructions / take constructive criticism Radiation Protection Patient care & safety Use and care of equipment Ability to set and adjust techniques Positioning skills Image Analysis Adapt to unusual patient situations Organization of work Initiative / Dependability TOTAL

GRADE (# Exceeds • 100 = _____ ) + (# + • 90 = _____ ) + (# Meets • 80 = _____ ) + (# - • 60 = _____ ) / 15 = _____ Comments:

Technologist: _________________________ Student: _________________________

022 Alt Shift Eval 2016.doc16

Excellent

Above Average

Good

Below Average

Unsatisfactory

Combine skills Adapts to shift Adapting with help Looks for guidance Unsure of process Seems lost on shift Independent decision making

Identifies tasks and conquers

Identifies process but looks for help

Happy to help, but must be told what to

do

Prioritize workflow

Reaction to Stress Calm under pressure

Excitable, but focused

Excitable and pulled off task

Shutting down under pressure

Interpersonal Communication


staff and patients

Communicates fairly well, is building skill with difficult issues

Meets minimum standards for

communication

Able to explain exam but has mixed results

Performs below average, difficulty

with others Cooperation and Attitude

Excellent team worker, positive

leader

Consistently works well with others

Average

At times arrogant: passive: imprudent

and/ or surly

Causes problems, inclined to be quarrelsome

Professional appearance & Dress Code



standards

Within acceptable

standards


uniform


Ethics / Patient Confidentiality

Consistently demonstrates

characteristics that stand out.

Demonstrates characteristics of a

good employee

Meets minimum

requirements

Additional training in employability skill

is recommended.

Additional training in employability skills is a must.

Quality of work & Competencies

Superior- always produces quality

work

Consistently above average in

performance

Does what is required

Frequent repeats of exams are necessary

Requires constant supervision and must

be told to repeat Quantity of Work Superior amount of

quality work Very industrious Meets minimum

requirements Slow – just enough

to get by Has to be prodded, works very slowly

Ability to follow instructions/ criticism

Learns rapidly, retains knowledge, accepts criticism

Follows instructions well, acknowledges input, rarely repeats

errors

Average retention, acknowledges input,

repeats errors occasionally

Hesitant to respond; doesn’t acknowledge suggestions, repeats

errors

Argues with staff

input,; repeats errors



of ALARA


ALARA

Uses ALARA

principles with few mistakes


themselves

Throws caution to the wind; ignores


Patient care & safety

Superior skills, patients respond

well to the student

Provides pt care with ease, aware of safety concerns, few errors

Works well with patients and makes

normal mistakes


knowledge

Makes frequent mistakes impacting

patient safety Use and care of equipment


confidence

Very knowledgeable but needs practice with some equip

Adequate, has gaps with fluoro/OR/port

Unfamiliar with some equipment

Shows no knowledge in basic

equipment operation Ability to set and adjust techniques

Excellent ability Exposure Index # always in range

Makes few mistakes EI numbers consistent

Requires little help

Careless errors

Constantly needs assistance; frequent repeated mistakes

Positioning skills

Superior skills; Makes few mistakes Normal mistakes Below average Makes frequent mistakes

Image Analysis (Identify and correct errors)


Makes few mistakes

Normal mistakes


knowledge

Makes frequent

mistakes

Critical thinking Adapt to unusual patient situations


of program

Fairly consistent in decision making


Does what is expected seeks

frequent support


clinical setting

Is unable to apply principles to clinics

Organization of work

Superior, knows what to do first and

does it

Needs little help – learns from mistakes

Average Below average; needs to be told to do

things


Initiative & Dependability

Superior; always helpful


Has to be told or reminded

Lazy


EVALUATION BY TECHNOLOGIST CRITERIA DEFINITIONS

DEPENDABILITY: The student can be relied upon to carry out assigned tasks to completion. The student remains in the clinical area and is immediately available to assist in or perform procedures. The student demonstrates integrity in dealing with patients, coworkers and staff. The student is conscientious and dependable. ADAPATABILITY: The student is able to perform examinations in which they have been deemed competent on a variety of equipment and on a varied patient population. The student assesses the patient and is able to modify the procedure to accommodate patient variations and produce an accurate diagnostic study. INITIATIVE: The student needs little or no encouragement to participate in the clinical experience, including, but not limited to: performing procedures, stocking examination rooms with supplies and cleaning examination rooms prior to beginning and as needed throughout the work day. The student seeks to perform examinations that will challenge their present technical skills and abilities to promote personal professional growth. PROFESSIONAL JUDGEMENT: The student demonstrates the ability to think independently and solve problems appropriately according to their order of importance. CRITICISM: The student responds positively to constructive feedback. The student demonstrates a teachable attitude. REACTION UNDER STRESS: The student is able to deliver quality patient care in a timely manner that maintains the patient’s confidence, even while under duress. TECHNICAL SKILLS: The student is able to operate equipment appropriately and through application of knowledge and radiographic analysis produce high quality diagnostic radiographs. RADIOGRAPHIC ANALYSIS: The student is able to determine if the radiographs display the appropriate recorded detail, anatomy, positioning, contrast and density, and no motion or preventable artifacts. If a less than optimal image is obtained, the student is able to identify adjustments in technical factors that will correct for the image’s shortcomings. RADIOGRAPHIC APPLICATION: The student assesses the patient and is able to modify the procedure to accommodate patient variations and produce an accurate diagnostic study.

Palm Beach State College Radiography Program Alternate Shift Request Form Student’s name_________________________________ Alternate date requested ___________time________ date Release shift requested ___________time________ date Current clinical site __________________________________ Clinical site requested ________________________________ Signature of current clinical instructor ________________________________________ Date __________________ Signature of requested site’s clinical instructor _________________________________ Date __________________

023 Clinical Merit 2016.doc6


CLINICAL MERIT

Name: ______________________________ Date: __________ CEC: ______________________________ Date of Action: __________ Action: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ MERITS: _____ Clinical Instructor: _________________________ Student: _________________________ Merit used as: Time off: _____ CLINICAL MERITS Merits - a numerical documentation of performance which exceeds the expectations of clinical performance to a notable degree. Merits are assigned by the instructors and can be used to remove demerits from portions of the clinical grade or for compensation time. A merit cannot be used in any way to increase the clinical competency portion of the clinical grade, including competencies, attendance, objectives, and ethics. One merit will be given for: 1. Exceptional case studies. (one per semester via Department Chairperson only) 2. Written thanks from patient or physicians. 3. Other merits may be given at the discretion of the clinical instructor.

023 Clinical Merit 2016.doc6

Rules: 1. One merit equals 1 hour comp time. 2. Merits may not be carried from one semester to another.

Clinical Demerit 2016


CLINICAL DEMERIT

Name: __________________________ Date: __________

CEC: __________________________ Date of Incident: __________

POLICY VIOLATED:

____________________________________________________________________________________________

INCIDENT:

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

_____________________________________________________________________________________________

SUGGESTED AREAS FOR IMPROVEMENT:

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

DEMERITS: __________

Clinical Instructor: __________________________ Student: __________________________ Demerits - a demerit is a numerical documentation of unsatisfactory performance which will be deducted from a student’s clinical grade. Demerits are assigned by the instructors. The number of demerits given will depend on the seriousness of the infraction and the frequency of the infraction. One to five points per demerit will be taken from the final clinical grade, repeat offenses will multiply demerit value. Examples of reasons demerits will be given include: One point demerits: Five point demerits:Violation of dress code. Not following professional standards or clinical education center rules and regulations. Not having ID markers in clinical. Mislabeling an image. Failure to finish entire exam. Not completing clinical documentation.

Violations of radiation safety (shielding) Passing bad images. Not having staff check image. Not having staff sign off on repeats. Not badging or clocking in to clinical assignment. Inconsistent performance in clinical setting. Leaving clinic without permission.

THIS IS ONLY A PARTIAL LIST. DEMERITS MAY BE GIVEN AT DISCRETION OF THE CLINICAL INSTRUCTOR.

Clinical Grade Report 20130409

PALM BEACH STATE COLLEGE RADIOGRAPHY PROGRAM CLINICAL GRADE REPORT

Student: ________________________________________________ Date: _______________ Clinical Instructor: ________________________________________ Site: _______________ 1. Clinical Instructor’s Evaluations (average) _____ • 0.60 = _____ 2. Technologist’s Evaluations (average) _____ • 0.10 = _____ 3. Exam Competency Progress Score (table 1) _____ • 0.30 = _____ 4. Score (sum of lines 1 - 3) _____ 5. Subtract demerits/ tardies /absences _____ 6. GRADE (apply table 2 to line 6) _____ TABLE 1: TERM 1 2 3 4 5 6

SEMESTER S S F S S F ROTATION 1 1 1 2 2 2 WEEKS 16 12 16 16 12 16

TARGET 8 10 12 18 14 10 A+ (100) 8 18 30 48 58 72 A- (92) 7 17 28 46 56 70 B (84) 6 16 26 44 54 68 C (75) 5 15 24 42 52 66 D (67) 4 14 22 40 50 64 F (0) <4 <14 <22 <40 <50 <64

TABLE 2: SCORE GRADE100 - 92 A91 - 84 B83 - 75 C74 - 67 D66 - 0 F

Clinical Grade Report 20130409

Student Name: ________________________

Term: ________________________

Clinical Instructor

Evaluations

Technologist Evaluations

Competency Evaluations

1. 2. 3. 4. 5. 6. 7. 8. 9.

10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.

Total Average

Effective June 28, 2015

R 0

©2015 American Society of Radiologic Technologists. All rights reserved. Reprinting all or part of this document is prohibited without advance written permission of the ASRT. Send reprint requests to the

ASRT Communications Department, 15000 Central Ave. SE, Albuquerque, NM 87123-3909.

The Practice Standards for Medical Imaging and

Radiation Therapy

Radiography Practice Standards


R 1

Preface to Practice Standards

A profession’s practice standards serve as a guide for appropriate practice. The practice

standards define the practice and establish general criteria to determine compliance. Practice

standards are authoritative statements established by the profession for evaluating the quality of

practice, service and education provided by individuals who practice in medical imaging and

radiation therapy.

Practice Standards can be used by individual facilities to develop job descriptions and practice

parameters. Those outside the imaging, therapeutic and radiation science community can use the

standards as an overview of the role and responsibilities of the individual as defined by the

profession.

The individual must be educationally prepared and clinically competent as a prerequisite to

professional practice. Federal and state laws, accreditation standards necessary to participate in

government programs, and lawful institutional policies and procedures supersede these

standards.

Format

The Practice Standards are divided into six sections: introduction, scope of practice, clinical

performance, quality performance, professional performance and advisory opinion statements.

Introduction. The introduction provides definitions for the practice and the education and

certification of individuals in addition to an overview of the specific practice.

Scope of Practice. The scope of practice delineates the parameters of the specific

practice.

Clinical Performance Standards. The clinical performance standards define the activities

of the individual responsible for the care of patients and delivery of diagnostic or

therapeutic procedures. The section incorporates patient assessment and management

with procedural analysis, performance and evaluation.

Quality Performance Standards. The quality performance standards define the activities

of the individual in the technical areas of performance, such as equipment and material

assessment safety standards and total quality management.

Professional Performance Standards. The professional performance standards define the

activities of the individual in the areas of education, interpersonal relationships, self-

assessment and ethical behavior.

Advisory Opinion Statements. The advisory opinions are interpretations of the standards

intended for clarification and guidance of specific practice issues.


R 2

Each performance standards section is subdivided into individual standards. The standards are

numbered and followed by a term or set of terms that identify the standards, such as

“assessment” or “analysis/determination.” The next statement is the expected performance of the

individual when performing the procedure or treatment. A rationale statement follows and

explains why an individual should adhere to the particular standard of performance.

Criteria. Criteria are used to evaluate an individual’s performance. Each set is divided

into two parts: the general criteria and the specific criteria. Both should be used when

evaluating performance.

General Criteria. General criteria are written in a style that applies to imaging and

radiation science individuals. These criteria are the same in all of the practice standards,

with the exception of limited x-ray machine operators and medical dosimetry, and should

be used for the appropriate area of practice.

Specific Criteria. Specific criteria meet the needs of the individuals in the various areas

of professional performance. While many areas of performance within imaging and

radiation sciences are similar, others are not. The specific criteria were drafted with these

differences in mind.


R 3

Introduction to Radiography Practice Standards Definition

The practice of radiography is performed by health care professionals responsible for the

administration of ionizing radiation for diagnostic, therapeutic or research purposes. A

radiographer performs radiographic procedures at the request of and for interpretation by a

licensed independent practitioner.

The complex nature of disease processes involves multiple imaging modalities. Although an

interdisciplinary team of clinicians, radiographers and support staff plays a critical role in the

delivery of health services, it is the radiographer who performs the radiographic procedure that

creates the images needed for diagnosis.

Radiography integrates scientific knowledge, technical competence and patient interaction skills

to provide safe and accurate procedures with compassion. A radiographer recognizes patient

conditions essential for the successful completion of the procedure.

Radiographers must demonstrate an understanding of human anatomy, physiology, pathology

and medical terminology.

Radiographers must maintain a high degree of accuracy in radiographic positioning and exposure

technique. They must possess, use and maintain knowledge of radiation protection and safety.

Radiographers independently perform or assist the licensed independent practitioner in the

completion of radiographic procedures. Radiographers prepare, administer and document

activities related to medications in accordance with state and federal regulations or lawful

institutional policy.

Radiographers are the primary liaison between patients, licensed independent practitioners and

other members of the support team. Radiographers must remain sensitive to the needs of the

patient through good communication, patient assessment, patient monitoring and patient care

skills. As members of the health care team, radiographers participate in quality improvement

processes and continually assess their professional performance.

Radiographers think critically and use independent, professional and ethical judgments in all

aspects of their work. They engage in continuing education to include their area of practice to

enhance patient care, public education, knowledge and technical competence.


R 4

Education and Certification

Radiographers prepare for their roles on the interdisciplinary team by successfully completing a

program in radiologic technology that is programmatically accredited or part of an institution

that is regionally accredited, and by attaining appropriate primary certification from the

American Registry of Radiologic Technologists.

Those passing the ARRT examination use the credential R.T.(R).

To maintain ARRT certification, radiographers must complete appropriate continuing education

and meet other requirements to sustain a level of expertise and awareness of changes and

advances in practice. Overview

An interdisciplinary team of radiologists, radiographers and other support staff plays a critical

role in the delivery of health services as new modalities emerge and the need for imaging

procedures increases. A comprehensive procedure list for the radiographer is impractical because

clinical activities vary by practice needs and expertise of the radiographer. As radiographers gain

more experience, knowledge and clinical competence, the clinical activities for the radiographer

may evolve.

State statute, regulation or lawful community custom may dictate practice parameters. Wherever

there is a conflict between these standards and state or local statutes or regulations, the state or

local statutes or regulations supersede these standards. A radiographer should, within the

boundaries of all applicable legal requirements and restrictions, exercise individual thought,

judgment and discretion in the performance of the procedure.


R 5

Radiographer Scope of Practice

The scope of practice of the medical imaging and radiation therapy professional includes:

Providing optimal patient care.

Receiving, relaying and documenting verbal, written and electronic orders in the patient’s

medical record.

Corroborating a patient's clinical history with procedure and ensuring information is

documented and available for use by a licensed independent practitioner.

Verifying informed consent for applicable procedures.

Assuming responsibility for patient needs during procedures.

Preparing patients for procedures.

Applying principles of ALARA to minimize exposure to patient, self and others.

Performing venipuncture as prescribed by a licensed independent practitioner.

Starting, maintaining and/or removing intravenous access as prescribed by a licensed

independent practitioner.

Identifying, preparing and/or administering medications as prescribed by a licensed

independent practitioner.

Evaluating images for technical quality, ensuring proper identification is recorded.

Identifying and responding to emergency situations.

Providing education.

Educating and monitoring students and other health care providers.

Performing ongoing quality assurance activities.

Applying the principles of patient safety during all aspects of patient care.

The scope of practice of the radiographer also includes:

1. Performing diagnostic radiographic and noninterpretive fluoroscopic procedures as

prescribed by a licensed independent practitioner.

2. Determining technical exposure factors.


R 6

3. Assisting licensed independent practitioner with fluoroscopic and specialized radiologic

procedures.


R 7

Radiography Clinical Performance Standards

Standard One – Assessment

The radiographer collects pertinent data about the patient and the procedure.

Rationale

Information about the patient’s health status is essential in providing appropriate imaging and

therapeutic services.

General Stipulation




standards.

General Criteria

The radiographer:

1. Obtains relevant information from all available resources and the release of information

as needed.

2. Verifies patient identification and the procedure requested or prescribed.

3. Verifies that the patient has consented to the procedure.

4. Reviews all available patient medical record information to verify the appropriateness of

the procedure requested or prescribed.

5. Verifies the patient’s pregnancy status.

6. Assesses factors that may negatively affect the procedure, such as medications, patient

history, insufficient patient preparation or artifact producing objects.

7. Recognizes signs and symptoms of an emergency.

Specific Criteria

The radiographer:

1. Assesses patient risk for allergic reaction to medication prior to administration.

2. Locates and reviews previous examinations for comparison.

3. Identifies and removes artifact-producing objects.


R 8


Standard Two – Analysis/Determination

The radiographer analyzes the information obtained during the assessment phase and develops an

action plan for completing the procedure.

Rationale

Determining the most appropriate action plan enhances patient safety and comfort, optimizes

diagnostic and therapeutic quality and improves efficiency.

General Stipulation




standards.

General Criteria

The radiographer:

1. Selects the most appropriate and efficient action plan after reviewing all pertinent data

and assessing the patient’s abilities and condition.

2. Employs professional judgment to adapt imaging and therapeutic procedures to improve

diagnostic quality and therapeutic outcomes.

3. Consults appropriate medical personnel to determine a modified action plan.

4. Determines the need for and selects supplies, accessory equipment, shielding, positioning

and immobilization devices.

5. Determines the course of action for an emergent situation.

6. Determines that all procedural requirements are in place to achieve a quality diagnostic or

therapeutic procedure.

Specific Criteria

The radiographer:

1. Reviews lab values prior to administering medication and beginning specialized

radiologic procedures.

2. Determines type and dose of contrast agent to be administered, based on the patient’s age,

weight and medical/physical status.

3. Verifies that exposure indicator data for digital radiographic systems has not been altered

or modified and is included in the Digital Imaging Communications in Medicine

(DICOM) header and on images printed to media.


R 9

4. Analyzes digital images to determine the use of appropriate imaging parameters.


R 10


Standard Three – Education

The radiographer provides information about the procedure and related health issues according to

protocol.

Rationale

Communication and education are necessary to establish a positive relationship.

General Stipulation




standards.

General Criteria

The radiographer:

1. Provides an accurate explanation and instructions at an appropriate time and at a level the

patient and their care providers can understand. Addresses questions and concerns

regarding the procedure.

2. Refers questions about diagnosis, treatment or prognosis to a licensed independent

practitioner.

3. Provides patient education.

4. Explains effects and potential side effects of medications.

Specific Criteria

The radiographer:

1. Consults with other departments for patient services.

2. Instructs patients regarding preparation prior to imaging procedures, including providing

information about oral or bowel preparation and allergy preparation.


R 11


Standard Four – Performance

The radiographer performs the action plan.

Rationale

Quality patient services are provided through the safe and accurate performance of a deliberate

plan of action.

General Stipulation




standards.

General Criteria

The radiographer:

1. Performs procedural timeout.

2. Implements an action plan.

3. Explains to the patient each step of the action plan as it occurs and elicits the cooperation

of the patient.

4. Uses an integrated team approach.

5. Modifies the action plan according to changes in the clinical situation.

6. Administers first aid or provides life support.

7. Uses accessory equipment.

8. Assesses and monitors the patient’s physical, emotional and mental status.

9. Applies principles of sterile technique.

10. Positions patient for anatomic area of interest, respecting patient ability and comfort.

11. Immobilizes patient for procedure.

12. Monitors the patient for reactions to medications.

Specific Criteria

The radiographer:

1. Employs proper radiation safety practices.


R 12

2. Uses technical factors according to equipment specifications to meet the ALARA

principle.

3. Uses pre-exposure collimation and proper field-of-view selection.

4. Uses appropriate pre-exposure radiopaque markers for anatomical and procedural

purposes.

5. Selects the best position for the demonstration of anatomy.

6. Injects medication into peripherally inserted central catheter lines or ports.


R 13


Standard Five – Evaluation

The radiographer determines whether the goals of the action plan have been achieved.

Rationale

Careful examination of the procedure is important to determine that expected outcomes have

been met.

General Stipulation




standards.

General Criteria

The radiographer:

1. Evaluates the patient and the procedure to identify variances that might affect the

expected outcome.

2. Completes the evaluation process in a timely, accurate and comprehensive manner.

3. Measures the procedure against established policies, protocols and benchmarks.

4. Identifies exceptions to the expected outcome.

5. Develops a revised action plan to achieve the intended outcome.

6. Communicates the revised action plan to appropriate team members.

Specific Criteria

The radiographer:

1. Evaluates images for positioning to demonstrate the anatomy of interest.

2. Evaluates images for optimal technical exposure factors.

3. Reviews images to determine if additional images will enhance the diagnostic value of

the procedure.


R 14


Standard Six – Implementation

The radiographer implements the revised action plan.

Rationale

It may be necessary to make changes to the action plan to achieve the expected outcome.

General Stipulation




standards.

General Criteria

The radiographer:

1. Bases the revised plan on the patient’s condition and the most appropriate means of

achieving the expected outcome.

2. Takes action based on patient and procedural variances.

3. Measures and evaluates the results of the revised action plan.

4. Notifies the appropriate health care provider when immediate clinical response is

necessary, based on procedural findings and patient condition.

Specific Criteria

The radiographer:

1. Performs additional images that will produce the expected outcomes based upon patient

condition and procedural variances.


R 15


Standard Seven – Outcomes Measurement

The radiographer reviews and evaluates the outcome of the procedure.

Rationale

To evaluate the quality of care, the radiographer compares the actual outcome with the expected

outcome.

General Stipulation




standards.

General Criteria

The radiographer:

1. Reviews all diagnostic or therapeutic data for completeness and accuracy.

2. Uses evidence-based practice to determine whether the actual outcome is within

established criteria.

3. Evaluates the process and recognizes opportunities for future changes.

4. Assesses the patient’s physical, emotional and mental status prior to discharge.

Specific Criteria

None added.


R 16


Standard Eight – Documentation

The radiographer documents information about patient care, the procedure and the final outcome.

Rationale

Clear and precise documentation is essential for continuity of care, accuracy of care and quality

assurance.

General Stipulation




standards.

General Criteria

The radiographer:

1. Documents diagnostic, treatment and patient data in the medical record in a timely,

accurate and comprehensive manner.

2. Documents unintended outcomes or exceptions from the established criteria.

3. Provides pertinent information to authorized individual(s) involved in the patient’s care.

4. Records information used for billing and coding procedures.

5. Archives images or data.

6. Verifies patient consent is documented.

7. Documents procedural timeout.

Specific Criteria

The radiographer:

1. Documents fluoroscopic time.

2. Documents radiation exposure.

3. Documents the use of shielding devices and proper radiation safety practices per

institutional policy.


R 17

Radiography Quality Performance Standards

Standard One – Assessment

The radiographer collects pertinent information regarding equipment, procedures and the work

environment.

Rationale

The planning and provision of safe and effective medical services relies on the collection of

pertinent information about equipment, procedures and the work environment.

General Stipulation




standards.

General Criteria

The radiographer:

1. Determines that services are performed in a safe environment, minimizing potential

hazards.

2. Confirms that equipment performance, maintenance and operation comply with the

manufacturer’s specifications.

3. Verifies that protocol and procedure manuals include recommended criteria and are

reviewed and revised.

Specific Criteria

The radiographer:

1. Maintains controlled access to restricted area during radiation exposure.

2. Follows federal and state guidelines to minimize radiation exposure levels.

3. Maintains and performs quality control on radiation safety equipment such as aprons,

thyroid shields, etc.

4. Develops and maintains standardized exposure technique guidelines for all equipment.

5. Participates in radiation protection, patient safety, risk management and quality

management activities.

6. Reviews digital images for the purpose of monitoring radiation exposure.


R 18


Standard Two – Analysis/Determination

The radiographer analyzes information collected during the assessment phase to determine the

need for changes to equipment, procedures or the work environment.

Rationale

Determination of acceptable performance is necessary to provide safe and effective services.

General Stipulation




standards.

General Criteria

The radiographer:

1. Evaluates services, procedures and the environment to determine if they meet or exceed

established guidelines, and revises the action plan.

2. Monitors equipment to meet or exceed established standards and revises the action plan.

3. Assesses and maintains the integrity of medical supplies.

Specific Criteria

None added.


R 19



The radiographer informs the patient, public and other health care providers about procedures,

equipment and facilities.

Rationale

Open communication promotes safe practices.

General Stipulation




standards.

General Criteria

The radiographer:

1. Elicits confidence and cooperation from the patient, the public and other health care

providers by providing timely communication and effective instruction.

2. Presents explanations and instructions at the learner’s level of understanding.

3. Educates the patient, public and other health care providers about procedures and the

associated biological effects.

4. Provides information to patients, health care providers, students and the public

concerning the role and responsibilities of individuals in the profession.

Specific Criteria

None added.


R 20


Standard Four – Performance

The radiographer performs quality assurance activities.

Rationale

Quality assurance activities provide valid and reliable information regarding the performance of

equipment, materials and processes.

General Stipulation




standards.

General Criteria

The radiographer:

1. Maintains current information on equipment, materials and processes.

2. Performs ongoing quality assurance activities.

3. Performs quality control testing of equipment.

4. Participates in safety and risk management activities.

5. When appropriate, wears one or more personal radiation monitoring devices at the

location indicated on the personal radiation monitoring device or as indicated by the

radiation safety officer or designee.

Specific Criteria

The radiographer:

1. Consults with medical physicist when performing the quality assurance tests.

2. Monitors image production to determine technical acceptability.

3. Performs routine archiving status checks.


R 21


Standard Five – Evaluation

The radiographer evaluates quality assurance results and establishes an appropriate action plan.

Rationale

Equipment, materials and processes depend on ongoing quality assurance activities that evaluate

performance based on established guidelines.

General Stipulation




standards.

General Criteria

The radiographer:

1. Validates quality assurance testing conditions and results.

2. Evaluates quality assurance results.

3. Formulates an action plan.

Specific Criteria

None added.


R 22


Standard Six – Implementation

The radiographer implements the quality assurance action plan for equipment, materials and

processes.

Rationale

Implementation of a quality assurance action plan promotes safe and effective services.

General Stipulation




standards.

General Criteria

The radiographer:

1. Obtains assistance to support the quality assurance action plan.

2. Implements the quality assurance action plan.

Specific Criteria

None added.


R 23


Standard Seven – Outcomes Measurement

The radiographer assesses the outcome of the quality management action plan for equipment,

materials and processes.

Rationale

Outcomes assessment is an integral part of the ongoing quality management action plan to

enhance diagnostic and therapeutic services.

General Stipulation




standards.

General Criteria

The radiographer:

1. Reviews the implementation process for accuracy and validity.

2. Determines that actual outcomes are within established criteria.

3. Develops and implements a revised action plan.

Specific Criteria

None added.


R 24


Standard Eight – Documentation

The radiographer documents quality assurance activities and results.

Rationale

Documentation provides evidence of quality assurance activities designed to enhance safety.

General Stipulation




standards.

General Criteria

The radiographer:

1. Maintains documentation of quality assurance activities, procedures and results.

2. Documents in a timely, accurate and comprehensive manner.

Specific Criteria

None added.


R 25

Radiography Professional Performance Standards

Standard One – Quality

The radiographer strives to provide optimal patient care.

Rationale

Patients expect and deserve optimal care during diagnosis and treatment.

General Stipulation




standards.

General Criteria

The radiographer:

1. Collaborates with others to elevate the quality of care.

2. Participates in ongoing quality assurance programs.

3. Adheres to standards, policies and established guidelines.

4. Applies professional judgment and discretion while performing the diagnostic study or

treatment.

5. Anticipates, considers and responds to the needs of a diverse patient population.

Specific Criteria

None added.


R 26


Standard Two – Self-Assessment

The radiographer evaluates personal performance.

Rationale

Self-assessment is necessary for personal growth and professional development.

General Stipulation




standards.

General Criteria

The radiographer:

1. Assesses personal work ethics, behaviors and attitudes.

2. Evaluates performance and recognizes opportunities for educational growth and

improvement.

3. Recognizes and applies personal and professional strengths.

4. Participates in professional societies and organizations.

Specific Criteria

None added.


R 27



The radiographer acquires and maintains current knowledge in practice.

Rationale

Advancements in the profession and optimal patient care require additional knowledge and skills

through education.

General Stipulation




standards.

General Criteria

The radiographer:

1. Maintains credentials and certification related to practice.

2. Advocates for and participates in continuing education related to area of practice, to

maintain and enhance clinical competency.

3. Advocates for and participates in vendor specific applications training to maintain

clinical competency.

Specific Criteria

None added.


R 28


Standard Four – Collaboration and Collegiality

The radiographer promotes a positive and collaborative practice atmosphere with other members

of the health care team.

Rationale

To provide quality patient care, all members of the health care team must communicate

effectively and work together efficiently.

General Stipulation




standards.

General Criteria

The radiographer:

1. Shares knowledge and expertise with others.

2. Develops and maintains collaborative partnerships to enhance quality and efficiency.

3. Promotes understanding of the profession.

Specific Criteria

None added.


R 29


Standard Five – Ethics

The radiographer adheres to the profession’s accepted ethical standards.

Rationale

Decisions made and actions taken on behalf of the patient are based on a sound ethical

foundation.

General Stipulation




standards.

General Criteria

The radiographer:

1. Provides health care services with consideration for a diverse patient.

2. Acts as a patient advocate.

3. Accepts accountability for decisions made and actions taken.

4. Delivers patient care and service free from bias or discrimination.

5. Respects the patient’s right to privacy and confidentiality.

6. Adheres to the established practice standards of the profession.

7. Adheres to the established ethical standards of recognized certifying agencies.

Specific Criteria

None added.


R 30

Radiography Professional Performance Standards Standard Six – Research and Innovation

The radiographer participates in the acquisition and dissemination of knowledge and the

advancement of the profession.

Rationale

Scholarly activities such as research, scientific investigation, presentation and publication

advance the profession.

General Stipulation




standards.

General Criteria

The radiographer:

1. Reads and evaluates research relevant to the profession.

2. Participates in data collection.

3. Investigates innovative methods for application in practice.

4. Shares information through publication, presentation and collaboration.

5. Adopts new best practices.

6. Pursues lifelong learning.

Specific Criteria

None added.


R 31

Radiography Advisory Opinion Statements

Injecting Medication in Peripherally Inserted Central Catheter Lines or Ports with a

Power Injector.

Medication and Contrast Media Injections by Radiologic Technologists.

Medication Injection through Existing Vascular Access.

Placement of Personal Radiation Monitoring Devices.

Revised and adopted by the American Society of Radiologic Technologists and the American Registry of Radiologic Technologists, February 2003

Code of Ethics

The radiologic technologist conducts herselfor himself in a professional manner, respondsto patient needs and supports colleagues andassociates in providing quality patient care.

The radiologic technologist acts to advance theprincipal objective of the profession to provideservices to humanity with full respect for thedignity of mankind.

The radiologic technologist delivers patientcare and service unrestricted by concerns ofpersonal attributes or the nature of the diseaseor illness, and without discrimination on thebasis of sex, race, creed, religion or socio-economic status.

The radiologic technologist practices technologyfounded upon theoretical knowledge andconcepts, uses equipment and accessoriesconsistent with the purpose for which theywere designed and employs proceduresand techniques appropriately.

The radiologic technologist assesses situations;exercises care, discretion and judgment; assumesresponsibility for professional decisions; andacts in the best interest of the patient.

The radiologic technologist acts as an agentthrough observation and communication toobtain pertinent information for the physicianto aid in the diagnosis and treatment of thepatient and recognizes that interpretation anddiagnosis are outside the scope of practice forthe profession.

The radiologic technologist uses equipmentand accessories, employs techniques andprocedures, performs services in accordancewith an accepted standard of practice anddemonstrates expertise in minimizing radiationexposure to the patient, self and other membersof the health care team.

The radiologic technologist practices ethicalconduct appropriate to the profession andprotects the patient’s right to quality radiologictechnology care.

The radiologic technologist respects confidencesentrusted in the course of professional practice,respects the patient’s right to privacy andreveals confidential information only asrequired by law or to protect the welfare ofthe individual or the community.

The radiologic technologist continually strivesto improve knowledge and skills by participatingin continuing education and professionalactivities, sharing knowledge with colleaguesand investigating new aspects of professionalpractice.

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American Society ofRadiologic Technologists

`e PatientCare Partnership

Understanding Expectations, Rights and Responsibilities

• High quality hospital care.

• A clean and safe environment.

• Involvement in your care.

• Protection of your privacy.

• Help when leaving the hospital.

• Help with your billing claims.

What to expect duringyour hospital stay:

ur first priority is to provide you the careyou need, when you need it, with skill,

compassion and respect. Tell your caregivers ifyou have concerns about your care or if you havepain. You have the right to know the identityof doctors, nurses and others involved in yourcare, and you have the right to know when theyare students, residents or other trainees.

ur hospital works hard to keep you safe.We use special policies and procedures to

avoid mistakes in your care and keep you freefrom abuse or neglect. If anything unexpectedand significant happens during your hospitalstay, you will be told what happened, and anyresulting changes in your care will be discussedwith you.

High quality hospital care.

A clean and safe environment.

What to Expect During Your Hospital Stay

hen you need hospital care, your doctorand the nurses and other professionals

at our hospital are committed to working withyou and your family to meet your health careneeds. Our dedicated doctors and staff servethe community in all its ethnic, religious and economic diversity. Our goal is for you andyour family to have the same care and attentionwe would want for our families and ourselves.

The sections explain some of the basics abouthow you can expect to be treated during yourhospital stay. They also cover what we willneed from you to care for you better. If youhave questions at any time, please ask them.Unasked or unanswered questions can add to the stress of being in the hospital. Your comfort and confidence in your care are veryimportant to us.

W

O

O

Understanding Expectations, Rights and Responsibilities

`e PatientCare Partnership

Involvement in your care.

ou and your doctor often make decisions about your carebefore you go to the hospital. Other times, especially in emer-

gencies, those decisions are made during your hospital stay. Whendecision-making takes place, it should include:

Y

• Discussing your medical condition and informationabout medically appropriate treatment choices.To make informed decisions with your doctor,you need to understand:

• The benefits and risks of each treatment. • Whether your treatment is experimental or

part of a research study.• What you can reasonably expect from your

treatment and any long-term effects it mighthave on your quality of life.

• What you and your family will need to do afteryou leave the hospital.

• The financial consequences of using uncov-ered services or out-of-network providers.

• Please tell your caregivers if you need more informationabout treatment choices.

• Getting information from you. Your caregivers need complete and correct information about your health and coverage so that they canmake good decisions about your care. That includes:

• Past illnesses, surgeries or hospital stays.• Past allergic reactions. • Any medicines or dietary supplements (such as vitamins and herbs)

that you are taking.• Any network or admission requirements under your health plan.

Discussing your treatment plan. When youenter the hospital, you sign a general consentto treatment. In some cases, such as surgery orexperimental treatment, you may be asked toconfirm in writing that you understand what isplanned and agree to it. This process protectsyour right to consent to or refuse a treatment.Your doctor will explain the medical conse-quences of refusing recommended treatment.It also protects your right to decide if you wantto participate in a research study.

Understanding your health care goals and values.You may have health care goals and values orspiritual beliefs that are important to yourwell-being. They will be taken into account asmuch as possible throughout your hospitalstay. Make sure your doctor, your family andyour care team know your wishes.

Understanding who should make decisions whenyou cannot. If you have signed a health carepower of attorney stating who should speak foryou if you become unable to make health caredecisions for yourself, or a “living will” or

“advance directive” that states your wishes aboutend-of-life care; give copies to your doctor, yourfamily and your care team. If you or your familyneed help making difficult decisions, counselors,chaplains and others are available to help.

e respect the confidentiality of yourrelationship with your doctor and other

caregivers, and the sensitive informationabout your health and health care that are partof that relationship. State and federal laws andhospital operating policies protect the privacyof your medical information. You will receivea Notice of Privacy Practices that describes the ways that we use, disclose and safeguardpatient information and that explains how youcan obtain a copy of information from ourrecords about your care.

Protection of your privacy.

our doctor works with hospital staff andprofessionals in your community. You and

your family also play an important role inyour care. The success of your treatment oftendepends on your efforts to follow medication,diet and therapy plans. Your family may needto help care for you at home.

You can expect us to help you identify sourcesof follow-up care and to let you know if our hospital has a financial interest in any referrals. As long as you agree that we canshare information about your care with them,we will coordinate our activities with yourcaregivers outside the hospital. You can alsoexpect to receive information and, where possible, training about the self-care you willneed when you go home.

Preparing you and your family for when you leave the hospital.

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ur staff will file claims for you with health care insurers or otherprograms such as Medicare and Medicaid. They also will help your

doctor with needed documentation. Hospital bills and insurance coverageare often confusing. If you have questions about your bill, contact ourbusiness office. If you need help understanding your insurance coverageor health plan, start with your insurance company or health benefitsmanager. If you do not have health coverage, we will try to help you andyour family find financial help or make other arrangements. We needyour help with collecting needed information and other requirementsto obtain coverage or assistance.

Help with your bill and filing insurance claims.

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While you are here, you will receive moredetailed notices about some of the rights youhave as a hospital patient and how to exercisethem. We are always interested in improving. If you have questions, comments or concerns,please contact:

©2003 American Hospital Association. All rights reserved.

RHB MOA 2016

TABLE OF CONTENTS AUTHORIZATION TO RELEASE REFERENCE INFORMATION 1 GROUNDS FOR DISMISSAL 2 CONTROLLED SUBSTANCE STATEMENT 3 AGREEMENT TO TERMS 4

RHB MOA 2016

AUTHORIZATION TO RELEASE REFERENCE INFORMATION I authorize the department Program Director or instructors of the Radiography Program at Palm Beach State College to release information concerning my performance while enrolled in the program. This information may be released to prospective employers to whom I have given the Program Director or instructors as a reference. This information may be given out by phone or letter. SIGNATURE OF STUDENT WITNESS PRINT NAME PRINT NAME DATE DATE Distribution: Student, Department File

RHB MOA 2016

CODE OF CONDUCT AND GROUNDS FOR DISMISSAL The following are professional standards by which all students must adhere. The Radiologic Sciences involves professional behavior, honesty and integrity of students and graduates. An accumulation of demerits which will affect the students’ clinical grade could lead to temporary suspension or dismissal and will be assigned for the following actions or behaviors:

1. Falsifying clinical information such as evaluations, competencies, patient exam logs, etc. (immediate dismissal)

2. Jeopardizing patient care and safety. (demerits) 3. Negative attitude toward instructors, staff, patients and fellow classmates. (demerits/conference) 4. Instigating a negative climate among classmates or others (cliques). (demerits) 5. Sharing test information with others, eg. Asking what is on the test, using previously submitted

reports, cell phone messaging, etc. (immediate dismissal) 6. Cheating in any form on academic or clinical tests or assignments. (immediate dismissal) 7. Insubordination to a staff member or an instructor. (immediate dismissal) 8. Plagiarizing assignments by books, magazines or internet access. (immediate dismissal) 9. Disruptive behavior in class and/or clinic. (remove from area/ demerits/dismissal) 10. Excessive absences in class or clinic. (according to syllabus) 11. Failure to follow established policies and procedures. (demerits) 12. Lack of discretion and judgment. (demerits) 13. Violation of Instructors Rights to Privacy. This included divulging contents from a conference

and/or meeting held between the instructor and a student. This is confidential information to both the student and the instructor. (demerits)

The Grounds for Dismissal are listed below. It should be pointed out that a student can be suspended from the program at any time during their training for violation of any one of the grounds listed. 1. Failing grades in Radiography and/or college courses. 2. Insubordination. 3. The conviction and/or known use of, distribution of, or possession of illegal drugs or controlled

substances. 4. Failure to accomplish clinical assignments and objectives. 5. Unprofessional or unethical conduct, including criminal arrest. 6. Cheating in related or professional courses. 7. If a hospital requests a student be removed for violations of hospital or departmental policy or

procedure. SIGNATURE OF STUDENT WITNESS PRINT NAME PRINT NAME DATE DATE Distribution: Student, Department File

RHB MOA 2016

CONTROLLED SUBSTANCE STATEMENT I agree to submit to controlled substance testing upon request from the agency providing clinical education while I am enrolled in the Radiologic Sciences Program. I understand that failure to comply with said request or positive results from such a test may result in dismissal from the radiography program. SIGNATURE OF STUDENT WITNESS PRINT NAME PRINT NAME DATE DATE Distribution: Student, Department File

RHB MOA 2016

AGREEMENT TO TERMS

READ THE FOLLOWING STATEMENT BEFORE SIGNING I have received the Radiologic Sciences Student Handbook and it has been explained to me. I agree to reread the handbook and affirm that I will be responsible for all the data therein. I am aware of its content and have an understanding of all that is required of me and I agree to abide by all of the rules, policies and procedures of the program. I am aware that in order to continue in the Program, I must maintain satisfactory progress (as outlined in the Handbook) and maintain a "C" average in each course. I am also aware that this handbook is intended as a guide and that the policies and procedures described herein may be changed without notice. After reading and studying this handbook, remove this page and submit to one of your Radiologic Science Instructors or the Department Chair. SIGNATURE OF STUDENT WITNESS PRINT NAME PRINT NAME DATE DATE Distribution: Student, Department File

Student data sheet 2016

PALM BEACH STATE COLLEGE RADIOGRAPHY PROGRAM STUDENT DATA SHEET STUDENT’S NAME: ______________________________________________

ADDRESS: __________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

HOME PHONE__________________________________________________

CELL PHONE __________________________________________________

E-MAIL ADDRESS: ______________________________________________

WORK PLACE: _________________________________________________

WORK PHONE: __________________________________________________

EMERGENCY CONTACT: ___________________________________________

EMERGENCY CONTACT’S PHONE NUMBER: ____________________________

EMERGENCY CONTACT’S ALTERNATE NUMBER: ________________________