STUDENT REFERENCE MANUAL DEPARTMENT OF RADIOLOGIC SCIENCES UNIVERSITY OF SOUTH ALABAMA

Transcription

1 STUDENT REFERENCE MANUAL DEPARTMENT OF RADIOLOGIC SCIENCES UNIVERSITY OF SOUTH ALABAMA Revised Aug 2017

2 Preface The "Student Reference Manual" sets forth the objectives, policies and disciplinary guidelines pertaining to the Department of Radiologic Sciences, University of South Alabama. It is important for each student to maintain and frequently refer to this manual throughout enrollment in the program. Students should also make reference to the University's student handbook, The Low Down, concerning general University policies pertaining to students. The manual is organized into four parts: I. Departmental Organization and Objectives. II. Departmental Policies Pertaining to Student Affairs. III. Clinical Education. IV. Additional Academic Policies This manual marks the culmination of much time and effort by the faculty of the Department of Radiologic Sciences, with the intent to clearly outline what is reasonably expected of each student. It should be understood, however, that this manual is subject to revisions at the discretion of the faculty.

3 UNIVERSITY OF SOUTH ALABAMA DEPARTMENT OF RADIOLOGIC SCIENCES MISSION STATEMENT Our mission is to educate men and women who want to become Medical Imaging Professionals. MISSION DEFINED The Department of Radiologic Sciences was established in June, 1976 ostensibly to prepare students to become competent radiographers and to fulfill the health-care needs of the region served by the University. Central to the mission of the Department is the maintenance of an educational environment conducive to the development of skills in problem-solving, effective communication, conceptual understanding, and analytical and critical thinking in the didactic and clinical setting. The program in Radiologic Sciences provides technical, scientific and support courses, which are comprehensive, broad-based and diverse in both the didactic and clinical components of the curriculum. Applicants are admitted to the program in accordance with the belief that students entering the health-care profession desire to be involved in the care of patients, and to experience the personal rewards of knowing that their work has a direct and meaningful impact on the lives of other individuals. In support of this belief, the curriculum vigorously supports the development of an appropriate work ethic, competent clinical skills, as well as ethical principles and professional attitudes that foster quality patient care. In response to technological advancements, the curriculum is modified accordingly, and students are encouraged to recognize the importance of acquiring opportunities for upward mobility through continuing professional and personal growth. An equally important mission of the Department is to provide guidance, which will enable students to attain their educational goals in a timely manner. To accomplish this, program faculty and counselors within the College of Allied Health Professions assist students in framing their educational objectives and setting them on a course for completion. As part of the guidance and counseling process, faculty endeavor to provide learning experiences in response to individual needs, thereby facilitating the acquisition and retention of knowledge and concepts. An inherent part of the Department s mission is the recognition that education is not a static process, and requires a systematic evaluation of instructional procedures and practices to ensure continued improvement in the cognitive, affective and manipulative domains of the learning process. To this end, the Department is committed to conducting a quality program in radiologic sciences.

4 GOALS 1. Advocate the principles of patient dignity, esteem, understanding and compassion in the performance of radiologic procedures. Student learning outcomes: Students/Graduates will respect patient dignity and show compassion for patients. 2. Assist students in the development and application of skills in effective communication, analytical and critical thinking and problem-solving skills necessary for professional practice. Student learning outcomes: Students will demonstrate writing proficiency. Students will demonstrate effective oral communication skills. Students will successfully perform or simulate non-routine imaging examinations in laboratory practicums. Students will critique and identify anatomy on diagnostic images presented in slide format. 3. Provide a balanced curriculum in clinical and didactic instruction that ultimately leads to the development of clinical skills appropriate to the entry level medical imaging professional. Student learning outcomes: Students will perform or simulate routine imaging examinations in laboratory practicums. Students will produce images of diagnostic quality. Students will practice radiation safety. 4. Instill the importance of embracing a work ethic, demeanor and a commitment to lifelong learning befitting a health-care professional. Student learning outcomes: Graduates will participate in other continuing education activities. Students will exhibit a work ethic and demeanor befitting a health-care professional. Graduates will exhibit a work ethic and demeanor befitting a health-care professional

5 5. Conduct a program committed to the continued improvement of education in the Radiologic Sciences. Student learning outcomes: Students admitted to the program will successfully complete the program. Students will acknowledge the program=s commitment to continued improvement in Radiologic Sciences. Graduates pass the ARRT certification examination on the first attempt. Students will secure employment within six months of program completion. Graduates will indicate they were satisfied with the overall quality of the program and prepared to perform as entry-level medical imaging professionals. Employers will indicate they are satisfied with overall curriculum of the program in terms of meeting the needs of an entry-level medical imaging professional.

6 Part I. TABLE OF CONTENTS Department Organization and Objectives Page A. Organizational Structure 10 B. Departmental and College of Allied Health Professions Committees Admissions Committee Professional Behavior Committee Academic Standards Committee Advisory Committee 12 C. Faculty Roles.12 D. Objectives..14 E. JRCERT Standards..14 F. Departmental Student Organization..15 Part II. Departmental Policies Pertaining to Student Affairs A. Drug Screen and Background Check Policy and Procedure Drug Screening.. 16 Background Checks 19 B. Student Insurance...20 C. Promotion Policies...20 D. Second Academic Dismissal...22 E. Withdrawal Policies 1. Withdrawal Due to Non-Medical Reasons Withdrawal From Program Courses Withdrawal Due to Medical Reasons...24 Pregnancy Options...24 Readmission after Medical Leave...26 F. Leave of Absence Policy...26 G. Grade Appeal...27 H. Withdrawal From a Course...29 I. Courses Repeated for Credit...29 J. Dormitories...29 K. Student Record Policy...30 L. University Holidays...31 M. Grading Scales...31 N. Student Placement Service...31 O. Student Advising...32 P. Parking Facilities...33 Q. Student Employment...33 R. Health-Related Policies...33 S. Sexual Harassment...33 T. Emergency Preparedness Plan.34

7 U. Student Professional Behavior USA Policy Cell Phone Usage Social Media Lifelong Learning Psychological Clinic USA Student Health Insurance 45 V. Radiology Administration Courses 46 VI. Course Evaluations.46 VII. Communication..46 Part III. Clinical Education A. Objective...47 B. Competency-Based Program...47 C. Determination of Clinical Grades...49 D. Record of Clinical Experience...50 E. Patient Exam Requirements...52 F. Attendance, Absenteeism, Tardiness, Early Departure 1. Attendance Notification of Attendance Clocking Attendance in Electronic Data Input system Leave for Employee Orientation Tardiness Early Departure...56 G. Lunch...57 H. Weekend/Trauma Assignments...57 I. Professional Demeanor...58 J. Student Conduct 1. Verbal Warning Written Warning One-Day Suspension One- To Three-Day Suspension Probation Dismissal...59 K. Appeal Process...60 L. Disciplinary Guidelines...63 Disciplinary Action Codes...66 M. Dress Code...67 N. Patient Measuring and Collimation Technique Guide Booklet Method of Recording Errors on the Weekly Clinical Observation Form...71 O. Use of Lead Markers...72 P. Additional Clinical Instruction...73

8 Q. Clinical Competency...73 R. Radiographic Equipment Manipulation Competency Form...76 S. Fluorographic Equipment Manipulation Competency Form...76 T. Calculation of the Tri-Semester Clinical Evaluation Grade...77 U. Competency Simulations...79 V. Student Affiliate Assignments...81 W. Clinical Instructor Affiliate Assignments...82 X. Social Graces...82 Y. Student Employment in Hospitals or Medical Clinics...84 Z. Recommendations For Prevention of HIV Transmission In The Health Care Setting (OSHA Standards)...84 Accidental Needle Stick & Body Fluid Splash Policy.88 Part IV: Radiation Protection, Health, and Safety Policies for Patients, Faculty, Teaching Technologists and Students Radiation Monitoring Guidelines for Students Employed in a Dept. of Radiology Guidelines for Students Not Emp. In a Dept. of Radiology Radiation Exposure Reports Fluoroscopy and Radiography Procedures Portable and Bedside Radiography Additional Guidelines Energized Labs Magnetic Resonance Imaging (MRI) Safety Practice Policies 99 Part V. Additional Academic Policies Part VI. Hold Harmless Provision 101 Appendices A. JRCERT Standards for an Accredited Educational Program in Radiologic Sciences B. Clinical Syllabi C. Clinical Evaluation Form D. Competency Forms E. ARRT Requirements for Clinical Competency Completed Form F. Weekly Clinical Education Observation Form G. Required Radiographic Anatomy as Limited to All Phases of Clinical Education 8

9 H. Clinical Supervision Report I. Clinical Trauma Evaluation Form J. Special Absence Request Form K. Male and Female Uniform L. Pregnancy Declaration Form M. Final Grade Grievance Form N. Student Orientation to Clinical Facility 9

10 I. DEPARTMENT ORGANIZATION AND OBJECTIVES A. Organizational Structure The Department of Radiologic Sciences is a department within the College of Allied Health Professions. Departments within the College of Allied Health Professions are as follows: 1. Physical Therapy 2. Radiologic Sciences 3. Respiratory Therapy 4. Speech and Hearing Sciences 5. Biomedical Sciences 6. Occupational Therapy 7. Physician Assistant 8. Emergency Medical Services Training The Department of Radiologic Science's organizational structure is as follows: Dean College of Allied Health Professions Associate Dean College of Allied Health Professions Chairman Department of Radiologic Sciences Medical Advisor Clinical Coordinator Teaching Technologists Program Faculty Administrative Technologists Staff Technologists Adjunct Clinical Instructors Students 10

11 B. Departmental and College of Allied Health Professions Committees 1. Admissions Committee The Admissions Committee s chief function is to assist the Department in student selection in accordance with the Department s admissions policies and procedures. The Committee is composed of individuals who are directly involved in (e.g., faculty and teaching technologists), or interested in the medical imaging program (e.g., local administrative directors, radiographers, former graduates, etc.). In addition to its admission activities, the Committee also provides input and advises the Department in matters relative to: Student promotion and retention Student reinstatement Admission policies and procedures Program strengths and weaknesses 2. Radiologic Sciences Professional Behavior Committee The purpose of the Radiologic Sciences Disciplinary Committee is to hear appeals from students concerning disciplinary decisions administered by the faculty of the Department of Radiologic Sciences. The Radiologic Sciences Disciplinary Committee is composed of the faculty of the Department of Radiologic Sciences, two (2) senior students appointed by the Chairman of the Department of Radiologic Sciences, and two Ex-Officio members appointed by the Department of Radiologic Sciences. These Ex- Officio members will be selected from a list of members that serve on the Admissions Committee of the Department of Radiologic Sciences. The student has the right to request that the Dean or Assistant/Associate Dean of the College of Allied Health Professions be present for scheduled hearings. Refer to Part II, Section U Professional Behavior for established procedures concerning disciplinary action. 11

12 3. Academic Standards Committee The function of the Academic Standards Committee is to hear appeals from students concerning academic decisions pertaining to student promotion and reinstatement. The Committee is comprised of members of the Admissions Committee and two (2) senior students. The Committee's final decision may be appealed to the Dean of the College of Allied Health Professions. Refer to Part II, Section C Promotion Policies, sections a-d for procedures pertaining to reinstatement. This committee does not address issues related to disciplinary actions. Students are encouraged to refer to the current edition of The Low Down for matters pertaining to promotion. 4. Advisory Committee The Advisory Committee is composed of individuals situated within the immediate community who volunteer their services to provide input and advice relative to: The program s mission, goals and philosophy toward educating radiographers Evaluation program outcomes Monitoring the program s assessment plan Offering input for continued program development and improvement Providing input regarding program strengths and weaknesses The Advisory Committee s membership is represented as follows: Department Chairperson/Radiography program director One faculty member from the Department of Radiologic Sciences Two current senior students One Adjunct Clinical Instructor Two-three Administrative Directors from affiliated hospitals One Teaching Technologist C. Faculty Roles - Departmental Chairperson: is responsible for planning, staffing, making budgetary determinations and directing the overall operation of the department. He is also active in classroom instruction, serves as Chairman of the Admissions Committee and the Advisory Committee and is a member of the departmental Professional Behavior Committee and the Academic Standards Committee. The Chairperson also serves as a student academic advisor, and is available to all students regarding programmatic concerns. 12

13 - Clinical Coordinator: The Department currently has two Clinical Coordinators. Since they share the duties of the Clinical Coordinator, they have been designated as Co-Clinical Coordinators. One is a faculty member and the other is a teaching technologist. The duties and responsibilities of the Clinical Coordinators (CC) include monitoring and making recommendations to the Chairperson, faculty and teaching technologists regarding the maintenance and effectiveness of clinical education, maintenance of various clinical records, actively participates in the program s assessment process and provides student supervision and evaluation in the clinical setting. They also act as a liaison person between the Chairperson and the clinical affiliates. The CC should be considered as essentially a peer person to other program faculty and teaching technologists. - Program Faculty (Clinical Faculty): provide didactic and clinical instruction as well as student advising. They strive to correlate the didactic portion of the curriculum to appropriate clinical applications. Although faculty actively participate in didactic instruction, they also devote a considerable amount of time to clinical teaching and the determination of all final grades in clinical education courses. Faculty are also charged with the responsibility of making continuous improvements in the quality of didactic and clinical instruction. - Teaching Technologists: are employed by the Department of Radiologic Sciences to work with students in the clinical setting. While teaching technologists are not assigned to classroom instruction, their duties and responsibilities in the clinical setting are essentially the same as program faculty. They m a y also provide assistance in the laboratory components of didactic courses. - Adjunct Clinical Instructors: are radiographers employed by the clinical affiliates. They serve an important function in this program in that they assist program faculty in supervising students. In addition to supervising students, they have the additional responsibility of performing clinical competencies, and they are specifically identified for each clinical site. These individuals receive periodic instruction and in- service sessions from program faculty and teaching technologists concerning the assignment and completion of their duties and responsibilities. As volunteers, they do not receive financial remuneration for their service to the program. - Clinical Instructors: These individuals are also radiographers, and are employed by the clinical affiliates. With the exception of performing clinical competencies, their duties are identical to those of adjunct clinical instructors. They also receive periodic instruction and in- service sessions from program faculty and teaching technologists. As volunteers, they do not receive financial remuneration for their service to the radiography program. - Advanced Imaging Adjunct Clinical Instructors: These individuals are employed by the clinical affiliates. They are radiographers appointed by the 13

14 radiography program, and are specifically identified for each clinical site. While their duties are identical to those of other adjunct clinical instructors, their focus is solely directed to students performing rotations in the areas of Mammography, CT, Vascular Interventional Radiography and/or MRI. They also receive periodic instruction and in- service sessions from program faculty and teaching technologists. As volunteers, they do not receive financial remuneration for their service to the radiography program. D. Objectives The faculty of the Department of Radiologic Sciences are dedicated to the advancement of knowledge through teaching, learning, research, and community service. The department's ultimate goal is to educate health care professionals in the discipline of Radiologic Sciences. E. The Standards for an Accredited Educational Program in Radiologic Sciences. All radiography programs accredited through the Joint Review Committee on Education in Radiologic Technology (JRCERT) are required to follow a planned program of instruction as set forth and published in the JRCERT Standards. The College of Allied Health Professions, Department of Radiologic Sciences, conducts a radiography program which meets or exceeds those requirements as set forth in the Standards. The University of South Alabama Radiologic Sciences program is accredited by: The Joint Review Committee on Education in Radiologic Technology 20 North Wacker Drive, Suite 2850 Chicago, Illinois (312) All students are encouraged to read the Standards as a means of acquiring an overview of radiologic technology education as well as the responsibility this program assumes when it accepts students into this department. Furthermore, students may also gain additional insight into what is expected of them as students and perhaps better understand why students must participate in various activities as they proceed through this program. A link to the JRCERT Standards can be found on the Radiologic Sciences Website, and accessed via Student Reference Manual tab on the navigation bar or by directly accessing the JRCERT website link noted above. A link is also provided as Appendix A of this manual. 14

15 Student who have questions about the JRCERT Standards or question the program s compliance with the Standards are encouraged to speak with faculty or the department chairperson. Complaints will be investigated and a written response will be provided within 10 working days. A record of all complaints of noncompliance with the Standards will be maintained and made available to JRCERT. Students may also contact the office of JRCERT directly. F. Departmental Student Organization In addition to social fraternities, sororities, student government association and other University sponsored organizations, Radiologic Science students have customarily elected class officers to serve as leaders of their class organization. The duties of class officers include representing the class in periodic meetings with the chair and/or faculty of the Department of Radiologic Sciences. Meetings are usually scheduled by the class president, and generally pertain to matters of student interest and/or concern. Class officers, with the approval of the class, also develop plans for fund-raising events for social activities, attendance to the annual state meeting of radiologic technologists, and other reasons deemed appropriate by the class. Class officers are typically elected during the Fall Semester. II. DEPARTMENTAL POLICIES PERTAINING TO STUDENT AFFAIRS A. Drug Screen and Background Check Policy and Procedure The wide use of illegal drugs and the abuse of legal medications and alcohol have been well documented in recent years. For obvious health and safety concerns, students enrolled in health care educational programs must be in full control of their manual dexterity skills, mental faculties and judgment. The presence or use of drugs or alcohol, lawful or otherwise, in the clinical setting poses an unacceptable risk for patients, colleagues, the University and affiliated hospitals/clinical sites. In addition, those with a history of drug-related offenses may have an adverse effect upon this department s longstanding relationship with established hospital/clinical sites. The continued maintenance of established clinical sites is essential for the graduation of competent health-care practitioners. It is important for students to understand that information obtained via drug testing and background checks will be treated by the Department of 15

16 Radiologic Sciences as information that is received in confidence. Such information shall not be disclosed to third parties unless disclosure is required by law, the information is needed by appropriate departmental officials to perform their job functions, disclosure is needed to override public health and safety concerns, or the student has consented in writing to the release of the information. Nothing in this policy may be construed in such a way as to deny any students their rights to due process or any other constitutional or civil protection, nor should anything in this policy be construed in such a way as to conflict with statutory law. With the preceding remarks in mind, the Department of Radiologic Sciences instituted a drug screening and background check policy for all students effective Fall Semester, A copy of these policies and procedures will be published in the Student Reference Manual (SRM). The following information is provided to assist students in understanding and fulfilling these requirements. Drug Screening Students selected for admission to the B.S. program are admitted pending a negative drug test. Students will be notified of the procedure to follow for the drug test in their letter of admission. All costs associated with testing are the responsibility of the student. Pre-Admission Testing: Infirmary Medical Clinic (IMC) conducts drug screening services for our students. There are three locations from which students may choose: IMC-Industrial Medical Clinic Industrial Medical Daphne Industrial Medical West 305 North Water Street 7101 Highway Inn Road Mobile, AL Suite 101 Suite B (251) Daphne, AL Mobile, AL Fax (251) (251) (251) Fax (251) Fax (251) Students should call one of the clinics in advance to arrange an appointment. All three clinics are open 8:00 a.m. until 3:00 p.m., Monday through Friday. Students must complete pre-admission drug screen requirements by July

17 Students must present a picture ID when reporting for drug screen. The $25 fee for drug screening must be paid on the day of testing. The clinic accepts only cash or credit cards, and does NOT accept checks. Tell the staff at the drug screening clinic that you are enrolled in the Department of Radiologic Sciences at the University of South Alabama. This will alert them to report test results to us. Rapid results will be obtained from the drug screen. Individuals with nonnegative results may request that their specimen be forwarded for outside confirmation. An additional fee of $45 will be charged for this service. The drug screening clinic will notify the Chair of the Department of Radiologic Sciences of all test results. For test results that are non-negative, available evidence to include health history, valid prescriptions from a healthcare provider, etc., will be used to determine the presence or absence of drug abuse. Admission will be withdrawn for a student who is unable to provide valid evidence to explain non-negative pre-admission drug screen result. Drug Screening After Admission After the pre-admission drug test, further testing may be required of the student for cause or at random intervals and may be announced or unannounced. The need to perform follow-up testing and the timing for testing will reside within the discretion of the department. Students will be responsible for the cost of additional drug testing. A student who demonstrates behavioral changes suspected to be related to the use of drugs or alcohol will be removed from clinic and subject to retesting. Faculty will present concerns to the Chair of the Department of Radiologic Sciences. The Chair may investigate through personal observation of student or by inquiring of other faculty responsible for the student in the clinical or didactic setting. Retesting will be done only as determined by the Chair based on supporting evidence. Any student who voluntarily reports that they have a chemical dependency problem will be counseled by the Chair of the Department of Radiologic Sciences. Conditions, if any, for continued participation in the program will be at the discretion of the Chair. The student will submit to drug tests as requested by the Department of Radiologic Sciences and will be dismissed if a second nonnegative drug test is obtained. The Chair may also issue a referral for counseling at the University of South Alabama Substance Abuse Education and Prevention Center. The length of the treatment program will be determined by the treatment program counselor/director. The chairperson will be informed of the expected completion date of the substance abuse treatment program and whether or not the student successfully completes the substance abuse treatment program. The student will be responsible for any costs associated 17

18 with the counseling and treatment in the substance abuse treatment program. Referral to the substance abuse treatment program will be confidential. Penalties for a confirmed non-negative drug test or refusal to be tested: 1. First Non-Negative Test: A non-negative drug screen after admission will result in suspension from the clinical component of the program for a period of time determined by the Chair. Students will be required to participate in the University of South Alabama Substance Abuse Education and Prevention Center. The length of the treatment program will be determined by the treatment program counselor/director. The chairperson will be informed of the expected completion date of the substance abuse treatment program and whether or not the student successfully completes the substance abuse treatment program. The student will be responsible for any costs associated with the counseling and treatment in the substance abuse treatment program. Referral to the substance abuse treatment program will be confidential. Progression in the B.S. program will be determined by the amount of clinical time missed, and the ability of the student to achieve the clinical objectives of the course. Student assignment in the clinical setting will be at the discretion of the Chair or their designee. Once a student successfully completes a substance abuse treatment program, he/she will be required to submit to follow-up testing for the remainder of his/her program. The number of follow-up tests to be performed will reside with the department. A refusal to participate in a substance abuse treatment program and/or follow-up drug testing will require the immediate withdrawal of the student from the B.S. program. If student must withdraw from program and then requests reinstatement, the student will follow the same procedure and policies adopted by the department for academic reinstatement as described in the SRM. Requests for reinstatement will be considered at the same time other reinstatement requests are considered, with a May 15 th application deadline. 2. Second Non-Negative Test: A second non-negative test will result in ineligibility for admission/readmission to the certificate/b.s. program. 3. Failure to Appear for Testing: A student who fails to appear for drug testing will be given an opportunity to explain his/her absence. If the student agrees to be tested, another collection will be scheduled. If the student fails to appear for the second time, the failure to appear will be treated as if a non-negative test result had occurred. Depending on the circumstances, 18

19 incidents such as this will be treated under the First Non-Negative Test or Second Non-Negative Test policy. 4. Refusal to be Tested: Refusal by a student to submit to testing initially or as requested after admission will result in that student s dismissal from the program. Background Checks Students selected for admission to the B.S. program are admitted pending a negative background check. Students will be notified of the procedure in their letter of admission. Admission will be withdrawn for students failing to authorize a background check. All costs associated with the background check are the responsibility of the student. Background checks inquire about criminal records only. Information about a student s credit status, for example, will not be checked. Criminal background checks are conducted to identify felony convictions within the past 7 years. The company performing background checks will notify the Chair of the Department of Radiologic Sciences with results of the check. Positive findings on the background check will be dealt with on an individual basis. The fee for the background check depends on one s past number of residencies, but is usually $35, which payable to the vendor/company conducting the background check. Retesting Following Readmission to the Program Students who have withdrawn from the program and been readmitted must submit to repeat background check and drug screen. All costs associated with retesting are the responsibility of the student. 19

20 Appeal Process The Department of Radiologic Sciences provides a mechanism for students to appeal any decision regarding their continued enrollment, including action taken as a result of drug screen or background check. The appeal process will be conducted similar to the appeal process outlined in the SRM. B. Student Insurance Malpractice insurance is necessary in order to provide student protection in the event of error, negligence or omission in the performance of your duties as a student. As a student, you have a definite personal responsibility for your own activities in your contact with patients, even though you are not yet licensed, registered, or otherwise accredited for your profession. Professional Liability Insurance is required as a protective measure in the event a student becomes entangled in a legal suit involving patient care activities within the clinical setting. Professional Liability Insurance is provided by the university at no cost to students accepted into the professional component of the program. Personal medical/health insurance is also the responsibility of each student. Such insurance will cover accidents or injuries. Proof of medical insurance coverage is required of all students prior to being admitted to the program. Students must carry personal medical insurance for the duration of their enrollment in the program. Annual proof of personal medical insurance has to be turned in to the departmental secretary no later than October 1st of each year. C. Promotion Policies All students enrolled in the Department of Radiologic Sciences must obtain a minimum grade of "C" in each professional course. Students receiving less than a "C" in a professional course will not be allowed to proceed in the program. This policy applies to all courses with and without a clinical component, e.g. radiology administration, business, pathology, physics, etc. Students not meeting the minimal requirement may apply for reinstatement by petitioning the Academic Standards Committee. The student must petition in writing through the Office of the Departmental Chairman no later than fifteen class days following the end of the semester in which the student did not meet the minimum grade requirement. If reinstatement is granted for the following academic year, the student will be placed on probation and will be required to repeat the course prior to continuing on to graduation. Additionally, all students must acquire a quality point average of 2.0 on all academic hours attempted 20

21 While students are encouraged to apply for reinstatement, students should also understand that they will be required to: a) have a cumulative GPA of 2.0, b) comply with the standards and policies in the current University catalog and SRM. c) repeat or audit courses on a case-by-case basis. The student will be informed of any additional class requirements upon being reinstated. d) re-acclimation to the clinical setting is required. The implied intent of all promotion policies is to lead you, the student, to a timely graduation date. Therefore, be reminded that all students must complete the following in order to graduate: 1. Complete the Radiologic Sciences model curriculum as outlined in the University Bulletin and in other Departmental publications. 2. Your final cumulative GPA must be a 2.0. This is also a University requirement. 3. Completion of the model curriculum also implies that you must also complete all of the clinical competencies required by the department. 4. You must complete and submit the departmental graduation check list to the departmental secretary five days prior to graduation. 5. You must satisfy any outstanding University parking tickets, tuition deferrals, etc. Note: When students are participating in re-acclimation, the length of reacclimation will depend on the student s past performance in clinical education courses, and the length of time they have been absent from clinical education. Thus, the period required for re-acclimation will, by necessity, be considered on a case-by-case basis, but it will generally range from a day or two per week throughout the semester, or possibly repeating the entire course in clinical education. The ultimate goal of this policy is to appropriately acclimate the student so that he/she may effectively complete the clinical education goals of the next and succeeding semesters. 21

22 Decisions regarding the length of the re-acclimation period, specific schedules to achieve appropriate re-acclimation and specific requirements to be fulfilled during the period of re-acclimation will be determined by departmental faculty in consult with Teaching Technologists. Please Note: Students may be required to audit/repeat courses already successfully completed so that we may evaluate competence in those areas. For clinical courses, students must register as an audit student for liability purposes. Didactic courses may be attended without registering as an audit student. Regardless of when a student exits the program, clinical requirements will include the completion of clinical competencies, which the student may have previously completed. Attendance policies for clinical courses will be observed as outlined in the SRM. Academic decisions concerning student promotion will be determined by the faculty of the Department of Radiologic Sciences. Students may appeal these decisions to the Department of Radiologic Sciences by formally notifying the chairperson of the department who will in turn schedule a meeting between the student and the faculty of the Department of Radiologic Sciences. The student may further appeal these decisions to the Academic Standards Committee at which time the Chairman of the Department of Radiologic Sciences will convene the committee. D. Second Academic Dismissal Unless special circumstances exist, once a student is granted reinstatement (second admission to the program), further academic failure will result in said student being ineligible to apply for a third reinstatement. E. Withdrawal Policy Withdrawal refers to a situation in which the student decides to withdraw from the program for an indefinite period of time. Withdrawal essentially means that the student is no longer enrolled in the program. 1. Withdrawal due to non-medical reasons: Students withdrawing from the program due to non-medical reasons must reapply for admission in order to be eligible to re-enter the program. Thus re-admission following withdrawal due to nonmedical reasons requires that one follow the same admissions procedure as though he/she were applying for the first time. Students applying for re-admission will be considered at the same time other applicants are considered. If re-admitted, the student will resume his/her program as dictated by prior academic standing. In 22

23 short, re-admission following withdrawal due to non-medical reasons is not automatic, and requires the approval of the Department of Radiologic Sciences Admissions Committee as well as the completion of other admission requirements as published in the University Bulletin and similar publications developed by the Department of Radiologic Sciences. It is important to note that the withdrawal policy stated herein must not be confused with the University withdrawal policy and in particular, the granting of the symbol "WD." It is equally important to note that the symbol WD is merely a symbol and is not a letter grade. Thus the Departmental policy does not supersede the University policy regarding student withdrawal. Student withdrawal from the University as well as courses the student is currently enrolled will proceed in accordance with the following policy as stated in the University Bulletin: "Official withdrawal from the University is not initiated in the Office of the Registrar. Clearance must be secured from the student's academic advisor, the University Library, and the Offices of Financial Aid, the Bursar, and the Registrar. The symbol WD is recorded for all courses when the student completes the withdrawal form within the time limits listed in the official calendar. A grade of "F" is recorded when a currently enrolled student leaves the University without initiating and completing the withdrawal form." 2. Withdrawal From Program Courses It should be noted that students may not withdraw from clinical education courses for non-medical reasons and still pursue the didactic components of the program. Withdrawal from didactic courses must follow University policy. Students should note that most professional courses are sequential to one another and, therefore, withdrawal from such courses would be ill-advised. Thus, requests for withdrawal from didactic courses will be considered on a case-by-case basis. 23

24 3. Withdrawal due to medical-related reasons: Students withdrawing from the program due to medical-related reasons will be allowed to re-enter the program and subsequently complete their education providing they withdraw from the program in good academic standing. It will be the responsibility of each student to notify the appropriate instructors of their intent to withdraw, and plans relative to the student's return to the program will be formulated on a case-by-case basis. In cases of student pregnancy, or major illness, the following policies will apply: a. Students have the option of notifying the faculty of a suspected and/or confirmed pregnancy. Notification can be achieved by voluntarily completing a Pregnancy Declaration Form, which is available in the office of the Department of Radiologic Sciences and can be found in Appendix L. b. Student options relative to pregnancy: 1. The student may withdraw from the program and reenter at a later date as is the case with withdrawal due to other medical-related reasons. 2. Students may withdraw from clinical education courses and continue with the didactic component of the curriculum. A student selecting this option will be allowed to complete clinical education courses only during the semester in which the clinical course is offered. It is also important to note that this program emphasizes the relationship and/or the interdependence which exists between didactic and clinical instruction. Thus, students may be required to audit/repeat some didactic courses if one's clinical performance upon their return to the clinical setting reveals a need to do so. The latter aspect of this policy would, of course, depend upon the length/period of withdrawal. 3. The student may continue in both the didactic and clinical components of the curriculum providing their radiation exposure does not exceed accepted 24

25 standards as published in the University of South Alabama Radiation Safety Manual. The manual states that "during the entire gestation period, the maximum permissible dose equivalent to the fetus from occupational exposure of the expectant mother should not exceed 0.5 rem." If the allowable dosage is exceeded, the student will be advised to withdraw from the clinical phase of the program for the remainder of the gestation period. Consideration will be given to radiographic assignments/diagnostic room assignments and other factors relating to one's physical well-being. However, it must be understood that students electing to remain in clinical education courses will be expected to complete/fulfill the course requirements of clinical education courses in which they are enrolled. 4. Students may withdraw their declaration of pregnancy by submitting written notification. c. Policies relative to withdrawal due to major illness/injury: 1. The student must provide a written communiqué from his/her physician which explains the estimated time of recovery and the limits, if any, placed upon the student's activity. 2. The appropriate faculty member (course master) must be notified and the physician's communiqué presented in a timely fashion. 3. The final approval will be determined by the course master and departmental chairperson. 4. For specific policies relating to clinical education attendance, please refer to the attendance policies under Clinical Education. 5. Attendance policies for didactic courses are found within the individual course syllabi. 6. It is important to note that this program emphasizes the relationship and/or interdependence which exists between didactic and clinical instruction. Thus, a 25

26 student may be required to audit/repeat some didactic courses if one's clinical performance upon his/her return to the clinical setting reveals a need to do so. 4. Readmission due to a medical leave of absence: Withdrawal from the program due to a medical leave of absence (illness or pregnancy) will not allow the student to return to the program once a semester is underway. This means that students must re-enter the program at the beginning of a given semester. F. Leave of Absence Policy Leave of absence refers to a situation in which a student is allowed to be absent for a period of time without having to withdraw from the program. A leave of absence generally suggests a more short-term departure than that of withdrawal. A leave of absence may be granted in cases of illness, pregnancy, family medical emergencies, serious personal and/or family related problems and similar situations considered serious enough by the faculty to warrant such consideration. Students must consult with departmental faculty members in order to receive permissions to take a leave of absence. Following faculty discussions relative to the situation at hand, the student will be notified of the faculty's decision and plans regarding the student's absence as well as his/her return will be handled on a case-by-case basis. By previous definition, a leave of absence is considered to be a short-term duration which implies that the student will be capable of completing all course requirements for a given semester. Assuming the student receives official permission to take a leave of absence and is unable to complete the course requirements by the end of the semester, the student will be given an incomplete (I) or X (absence from final exam) as his/her final grade. Students receiving an I or X must fulfill the course requirements prior to the middle of the following semester or the final grade will be converted to a failure (F). This aspect of the policy is in keeping with adopted University Policies. 26

27 Summary Statement Throughout the policy regarding withdrawal and leave of absence, the phrase "handled or formulated on a case-by-case basis" has been utilized. This statement is necessary because it is almost impossible to formulate policies which are applicable to each and every case. In the case of leave of absence or withdrawal due to illness or pregnancy, one cannot accurately predict when one will leave or return to the program. In short, there are numerous factors/ possibilities which are essentially indeterminable and, therefore, specific policies such as exact re-entry dates into the program and predicting the maintenance of clinical skills following extended absence have not been formulated. However, prior to returning to the program, students should review the policy statement under Promotion Policies which addresses the program s policy regarding the necessity of student reacclimation to the clinical environment/setting following lengthy absences from the program. This policy is applicable to lengthy absences regardless of the reason(s) for the absence. The intent and thrust of this policy is to provide a mechanism for the student to complete his/her education following a brief or extended absence due to reasons beyond the control of the student. Thus, students will not be arbitrarily dismissed or removed from the program due to illness, pregnancy or other reasons considered to be beyond the control of the student. It is the policy of the department that no longer than 36 months may lapse from the initial term in the program until the date of graduation. Any student failing to apply for re-admission must complete the program within 36 months. Otherwise, the student will be required to apply for admission to the program as a first- year student, regardless of previous course work. G. Grade Appeal Policy The Department of Radiologic Sciences utilizes the Grade Grievance Policy published in the University of South Alabama Low-Down. The following is a summary of the timeline and procedures to be followed for a Final Grade Grievance: 1. A final course grade grievance can not be filed until a grade has been received in a course. A Final Grade Grievance From must be filed by the student no later than 20 class days into the succeeding semester to include summer term if the student is enrolled. 2. Prior to filing a grade grievance the student must meet with the instructor to attempt resolution. If the instructor is unavailable the 27

28 student documents attempts to contact the instructor in writing. The student contacts the instructor s department chair in the event a meeting with the instructor can not be arranged. If there is no resolution, proceed to step The student completes a Final Grade Grievance Form and files the form with the department chair within the required time frame (See Appendix M Final Grade Grievance Form). 4. A facilitated grievance conference with both the student and instructor present is conducted by the department chair within 10 class days of receipt of the Final Grade Grievance Form. 5. If a resolution is reached in the grievance conference, resolution will be noted and the process ends. 6. If the student requests review by the College Grade Grievance Committee, the department chair will forward all materials within three days of the request to the dean s office. The dean will convene the appropriate College Grade Grievance Committee (i.e. the Undergraduate Grade Grievance Committee if the student is an undergraduate student or the Graduate Grade Grievance Committee if the student is a graduate student.) 7. The Grade Grievance Committee holds a hearing within ten (10) days of receiving the request from the dean. The student and the instructor will be provided opportunity to present evidence and supporting materials. 8. The Committee s written notification of their decision is made within three (3) class days to the student, instructor, department chair, and dean. The department chair will implement the decision if there is no appeal. 9. The student or instructor may appeal the Committee s decision to the Dean within ten (10) class days. The only grounds for an appeal are violation of due process or the rendering of a decision that conflicts with university policy. The decision of the Dean regarding the appeal is final and the process will end. Students should refer to the Lowdown for additional information concerning course grade grievances. pp

29 H. Withdrawal From a Course Students enrolled in the Department of Radiologic Sciences may withdraw from professional component courses provided they do so in accordance with University regulations regarding adding or dropping courses as published in the University Bulletin. The student should, however, note that withdrawal from a professional component course means that the student must repeat the course in order to satisfy the graduation requirements of this program. Also in accordance with University policy, the grade of "F" will be recorded for a course abandoned without an official withdrawal. Thus as mentioned previously, students must follow the policies as published in the University Bulletin regarding withdrawal from courses. It is again important to note that students are not permitted to withdraw from clinical education courses for non-medical reasons and still pursue the didactic components of the program. I. Courses Repeated for Credit A student may repeat a course which has been failed. Total grade points are computed on the basis of all attempts. A student who has a grade of "D" in a course may repeat the course one time with the approval of the Dean of the involved college. A repeated course may be counted only once toward graduation, but both grades are recorded on the student's transcript and both are counted in determining quality points. The preceding statement is a general University policy. However, students who fail to receive the minimum grade of "C" in the same radiologic technology course on two occasions, will find themselves in serious academic difficulty and reinstatement would not be forthcoming. J. Dormitories Students living in dormitories are advised that the conclusion of the usual University semester does not necessarily coincide with the conclusion of the clinical requirements. This means that you may have to pay an additional fee on a per diem basis. The additional fee is usually minimal (three or four dollars depending on how long one must stay) but it is, nonetheless, an additional fee and one should plan accordingly. Students are encouraged to check with the Housing Department for additional information. 29

30 K. Student Record Policy and The Family Educational Rights and Privacy ACT (FERPA) To remain in compliance with FERPA and specific Standards as set forth by the Joint Review Committee on Education in Radiologic Technology, student information, related materials, grades, records and files are considered privileged and confidential. Student reports, tests, examinations and clinical evaluations along with student personal files are stored in a locked file room when not in use. Access to these documents is limited to students, faculty, staff, and appropriate administration. No information contained within a student record will be given, either verbally or in writing without written authorization of the student. Written authorization for release of records is maintained in the student s personal file. Student tests are typically destroyed after one year, and the student s entire file and related material is destroyed upon completion of the program. Permanent records of student grades are maintained in the University s Registrar s Office in the form of Official Transcripts. The University Registrar s Office adheres to all FERPA Regulations. Other than you, the student and those previously listed, who can access your educational records? FERPA grants USA the right to disclose information from your education records without your approval to the following: University officials with a legitimate educational interest. Federal or state agencies or organizations performing audits or official studies. Financial Aid Officers. Accrediting Agencies. Officials of other institutions in which you seek to enroll. Parents or legal guardians, if you are listed as their dependent according to the IRS tax code. Appropriate authorities in an emergency situation. Parties to legal actions through subpoenas and/or court orders. An important exception to the Buckley Amendment is the policy which allows educational records to be made available to accrediting organizations in order to carry out their accrediting function. The Department of Radiologic Sciences has a policy of allowing access to records by the accrediting agency and keeps a written record of all requests for student records. At the same time, the accrediting agency must sign a statement saying that they will not use the information except as a necessity in its function as program evaluators. Students should also refer to the current edition of The Low Down for further University policy pertaining to student records. 30

31 Students should understand that all records (didactic tests, clinical evaluations, etc.) are maintained under lock-and-key to provide privacy and security. While students may review tests and similar documents, they are not permitted to review the individual comments offered by members of the Admissions Committee arising from the admissions process, letters of recommendation or financial records of parents of the student. The University Registrar provides each student with an official grade report at the end of each semester. Test grades are communicated by faculty in charge of a specific course during class meetings, through grade postings on bulletin boards (provided the student has signed the posting consent form and supplied a 5 digit posting number) and through Sakai. L. University Holidays Students are granted all holidays and between semester breaks observed by the University. M. Grading Scales The Department of Radiologic Sciences maintains the following grade scale for radiology courses: Clinical Courses Didactic Courses = A = A = B = B = C = C = D = D 59 - below = F 59 - below = F N. Student Placement Service A major mission of this department with respect to its relationship to the clinical education centers is one of continued improvement in clinical education, and the maintenance of rapport as a necessary element in the continued success of this program. This relationship provides information relative to the job market for program graduates. In addition to the clinical education centers, this department communicates with other departments of radiology within the State as well as with other departments in adjacent States as a means of monitoring the job market for program graduates. Other methods utilized in assisting program graduates involve 31

32 the availability of professional related journals containing classified advertising sections as well as the availability of the University Placement and Career Center. The University Placement and Career Center is available to all students and alumni of the University. This placement service is free, and establishes and maintains contacts with employers, including governmental agencies, business and industrial firms, and public service offices, both local and national. The University Placement and Career Center aids program graduates in the following ways: 1. It provides on-campus interviews with companies and agencies. 2. It supplies students with a copy of the "College Placement Annual." 3. It provides a resume and alumni referral service. However, the University nor the Department of Radiologic Sciences in any way guarantees students employment upon completion of the Radiologic Sciences program. O. Student Advising Academic advising is available through the Academic Counselor for the College of Allied Health Professions for complete graduation requirements. To schedule an appointment with the Academic Counselor, students should call Students should expect to receive student counseling through critique and general comments regarding their progress whenever instructors are working with them in the clinical setting. It is feasible to expect such input will occur on a daily basis. In a more formal manner, instructors will also provide students with input regarding their progress when tri-semester clinical evaluations are completed. Furthermore, students should feel free to contact faculty members during faculty office hours providing students make appointments to discuss didactic and clinical matters with faculty. Simply stated, students are encouraged to seek faculty counseling for specific courses in a timely manner and students should never wait until the end of the semester to discuss matters which may affect their final grades. Therefore, consistent and timely faculty/student conferences should occur throughout the academic semester and as often as the need arises. 32

33 P. Parking Facilities Faculty members have assigned parking areas in the parking lots of the University of South Alabama. Students are required to purchase a parking permit and park in areas designated for student parking. Students should be aware that there are specific parking requirements at various clinical sites and should consult with the clinical instructor assigned to a clinical site for specific parking instructions. Q. Student Employment While students may seek and obtain employment as "student radiographers" within medical institutions in the State of Alabama, students are strongly advised to limit the number of work hours to twenty hours per week. Moreover, students must understand that employment as student radiographers has no relation or in any way influences their activities/position as program students. In short, employment as a student radiographer is separate and apart from the program's clinical education requirements. R. Health-Related Policies In addition to health-related policies pertaining to admission (e.g., TB test, CBC, etc.), all students must receive a hepatitis vaccine, one Rubella and two measles vaccinations, and show evidence indicating they have done so prior to enrolling in their first Clinical Education course. Hepatitis, Rubella and measles vaccinations are available through one's personal physician or from a local Board of Health. Annual proof of TB test has to be turned in to the secretary no later than October 1st of each year. In addition, students are required to obtain the influenza vaccination yearly. The time of the vaccination may vary according to availability. Proof of the vaccination must be turned into the department s secretary as soon as the vaccination has been received. S. Sexual Harassment: Sexual harassment has received considerable local and national attention in recent years. As part of the orientation process for first year students, a DVD titled Sexual Harassment in the Health Care Professions is shown. The video is shown annually at the beginning of each fall semester and all students are required to attend a viewing. 33

34 The Department s policy is simple and straightforward. Simply stated, sexual harassment in the classroom, laboratory setting and/or the clinical setting is forbidden. This policy applies to faculty, students, radiographers and physicians in the clinical setting, and to others who may assist the Department of Radiologic Sciences in carrying out its mission. Students are encouraged to report any acts of sexual harassment to the Chairperson of the Department, or the Dean of the College of Allied Health Professions. Students are also encouraged to review the student publication The Lowdown, for further information concerning sexual offense policies for students. T. Emergency Preparedness Plan 1. Information to guide students in the event of an on-campus or weather emergency can be accessed from the USA homepage, Select Emergency & Weather Information from the bottom right corner to learn about the Weather Hotline and Emergency Warning System and to access policies such as inclement weather communication, power failures, and campus violence or criminal threat. Emergency phone numbers are also provided. USA encourages students to follow the guidelines outlined and to take advantage of the resources provided. 2. Department of Radiologic Sciences Emergency/Communication/Evacuation Plan Purpose: To secure the safety of all students, faculty, patients and visitors to the Department of Radiologic Sciences through adherence to departmental procedures in the event an evacuation from the Health Sciences Building (HAHN) becomes necessary. Responsible individuals: Radiologic Sciences Office Room 3015 Ms. Cherie Pohlmann Room 3021 Mr. Dale Smith Room 3022 Mr. Chucri Jalkh Room 3023 Ms. Donna Cleveland Room 3024 Ms. Misty Davis Room 3020 Mr. Brian Blow Room 3020 Ms. Cathy Cooper Room 3025 Ms. Trish Brewer Room 3026 X-Ray Lab Entrance across from R 3095 & R 3102 Procedure: The individuals listed above will be responsible for notifying students, faculty, patient and visitors of the existing problem. Should the problem arise in this 34

35 department, one of the individuals listed above will be responsible for notifying the appropriate campus authorities. Specific and General Duties: Faculty and Staff will check the corridor within the department, all offices, classrooms and the x-ray lab. Patients will be evacuated from the x-ray lab to the designated place of safety. All x-ray units will be turned off and doors will be closed. If classes are in session, the instructor is responsible for evacuating students to the designated place of safety. All electrical equipment will be turned off and doors will be closed. Students, faculty and staff will be responsible to know the location of all safe exits, fire extinguishers, hose cabinets and evacuation routes. Stairwells are considered to be safe exits, while elevators are not. DO NOT USE THE ELEVATORS. Designated place of assembly: To insure all persons in the department have evacuated the building, faculty, staff, students and others under the care or supervision of staff or faculty will assemble in front of a point mid-way between Alpha Hall East and the College of Medicine building. A roll check will be conducted at the place of assembly. Re-Entrance to the HAHN: Until the building (HAHN) is declared safe, no one will be permitted to re-enter the building (HAHN) until notified by the Building Safety Officer, Building Coordinator, Campus Police or the Fire Department. Contact Numbers: Campus Police Maintenance Maintenance Emergencies (after 3:00 p.m. weekdays & holidays) U. Student Professional Behavior 1. UNIVERSITY OF SOUTH ALABAMA Pat Capps Covey College of Allied Health Professions PROFESSIONAL BEHAVIOR POLICY Students in the College of Allied Health Professions professional programs are expected adhere to the general student behavior expectations as defined in the USA Lowdown and to display professional behavior, consistent with the standards set by the College, the individual s Department, and the applicable healthcare profession. In order to develop the skills and professional characteristics necessary to function as a healthcare professional, it is important that the student be an active participant in the educational process. 35

36 I. College Expectation of Students Consistent with the standards determined by the College and the individual academic department, students must demonstrate the attitudes, characteristics and behaviors described by the individual profession s Code of Ethics and Core Values (See departmental Student Handbook). Some examples include: a) responsibility and dependability b) honesty, integrity and trustworthiness c) professional appearance and demeanor d) commitment to excellence e) respect f) communication and collaboration g) commitment to ethical principles h) accountability i) altruism j) compassion/caring k) social responsibility l) cultural competence m) commitment to self-improvement and ongoing professional development Access to the student s departmental file and the contents therein, including any documentation of either outstanding or unsatisfactory performance, will be granted consistent with the Federal Educational Rights and Privacy Act ( FERPA ) and the Lowdown. The faculty may determine that any single incident may be sufficient cause for initiating the departmental professional behavior policy s review and remediation and/or disciplinary procedures which could lead to dismissal from the program. II. Documentation of Exemplary Performance The Department faculty, clinical instructor, or a fellow student may from time to time see evidence of student(s) performance in the Department that they find to be outstanding. Such outstanding performance may be documented using the Professional Behavior Report (PBR) form described below. While there is no requirement to document outstanding performance, should such be done, the positive PBR should be submitted to the Department Chair for review and approval. A copy of the document will be provided to the student and the original will be placed in the student s department file. The intent of the positive PBR is to encourage, recognize and document exemplary behavior. 36

37 III. Documentation of Unsatisfactory Performance A faculty member who observes a student s behavior which is inconsistent with the Department s expectations, is expected to document the incident of unsatisfactory performance using a PBR form. IV. Procedure for Review of Documented Unsatisfactory Performance A. The Department Professional Behavior Review Committee ( PBRC ) 1. Each Department shall have a Professional Behavior Review Committee ( PBRC ). It shall be the duty of the PBRC to review all PBRs referred to the committee, complete the procedure outlined below, and recommend any appropriate remedial measures or discipline. 2. The PBRC will be comprised of the three (3) department faculty members and two (2) non-voting department student members. The three faculty members and one alternate shall be elected annually by the department faculty. The Department Chair may not serve as PBRC Chair. In order to avoid conflict of interest, the faculty alternate will serve in place of any committee member who files the PBR in question or is directly involved. If a department has insufficient numbers of faculty, the Department Chair will appoint faculty members from other departments within the College. The two student members and one alternate will be appointed by the Department Chair each Fall semester for a one-year term. The student alternate will participate if a student member is unable to attend. 3. Consistent with IV. A. 2. Above, the faculty members serving on the PBRC will elect one of the committee faculty members as chair of the PBRC for the duration of the committee s one year term, with faculty alternate substituting in this role in cases where chair has a conflict as described above. B. Filing of a PBR by faculty, clinical instructor, or student 1. A faculty member may report an incident of inappropriate professional behavior by completing the first page of the PBR form and submitting it to the Department Chair, or to the PBRC s Chair if the Department Chair is filing the PBR. 2. A student may report inappropriate behavior to the faculty member in whose class the behavior occurred (or to the Department Chair if the incident is not associated with a particular course or faculty). 37

38 That faculty member will provide the student a PBR form on which to document the unprofessional behavior. The student will submit the completed PBR to the faculty member (or to the Department Chair if the incident is not associated with a particular class or faculty). 3. A clinical instructor who observes inappropriate professional behavior must notify the department clinical coordinator who will provide the clinical instructor a PBR form for documentation of the behavior. 4. If a faculty member receives a PBR completed by a student or clinical instructor, the faculty member will submit the PBR to the Department Chair, or the Chair of the PBRC if the faculty member is the Department Chair. C. Processing of a PBR for Unsatisfactory Performance Note: The time frames described in this policy may be subjected to change if the events occur at times when classes are not in session. 1. Upon receipt of a PBR for unsatisfactory performance, the Department Chair (or Chair of the PBRC if faculty reporting is Department Chair) will forward a copy of the PBR to the student made the subject of the PBR (hereinafter subject student ) and to the subject student s faculty advisor. If the PBR is filed by a student, that student s name will be redacted before it is provided to the subject student and the advisor. If the charged student s faculty advisor is the person who completed the PBR, another faculty member, appointed by the Chair, will substitute for the faculty advisor in the initial process. 2. Within 3 business days, the Department Chair, or the Chair of the PBRC if the Department Chair is the complaining faculty member, will meet to discuss the issue with 1) the faculty advisor, 2) the faculty member or student who submitted the PBR, and 3) the subject student. The subject student will be encouraged provide an explanation of the behavior and plan of action to address the behavior. Upon conclusion, the Department Chair/Chair of PBRC will document the resolution/action plan of the subject situation in the bottom section of page one of the PBR with a formative emphasis on improving the unsatisfactory behavior, and obtain the signatures of the complaining faculty/student and the subject student to document agreement with the action plan. The signed PBR will be placed in the student s file by the Department Chair, with a copy provided to the student. The faculty advisor will be 38

39 responsible to assure that the action plan is implemented and completed. 3. If the subject student fails to comply with the agreed upon remedial/corrective actions, or the issue cannot be resolved by this informal procedure, the faculty advisor will turn the matter over the PBRC for a full hearing as described below within 5 business days of determination of same. 4. Any subsequent PBR regarding this student on the same issue or another issue will not be submitted for informal resolution but will be submitted directly to the Department PBRC. D. Subsequent PBR and/or Hearing by the PBRC 1. Upon receipt of an unresolved or subsequent PBR on a given student, the Department Chair/Chair of PBRC will distribute copies of the PBR to all Department PBRC members and the subject student within 24 hours. The Chair of the PBRC will schedule a PBRC hearing with the subject student within five (5) University business days, and the subject student may submit a written response to the Department Chair no later than 24 hours prior to the meeting for distribution to the committee. 2. At the hearing, the faculty member who wrote or received the PBR and the subject student will present pertinent information and/or relevant witnesses to the PBRC. Neither the faculty member nor the student may be represented or accompanied by anyone at the hearing, including, but not limited to legal counsel. Only members of the PBRC, the subject student, and the faculty who filed the PBR will be present throughout the hearing. If a student has filed the PBR, they will be present at the hearing as called by the PBRC only to provide their pertinent information. The PBRC may call other individuals to provide information related to the charge. A witness shall attend the hearing only to the extent necessary for him/her to offer information. 3. The PBRC will have the right to ask questions of the complaining individual, the faculty member presenting the issue, the subject student, and/or any witnesses/pertinent individuals regarding the incident(s). 4. The PBRC will consider any prior unsatisfactory behavioral performance issues of the charged students in determining its recommendations. 5. At the conclusion of the hearing, the PBRC shall decide on remedial and/or corrective actions or sanctions, which may include immediate dismissal from the program. The decision of the PBRC will be recorded on PBR page 2 with signature of the PBRC Chair. Written notification 39

40 of the decision will be hand delivered and signed for by the subject student or mailed by the Department to the subject student (U.S. Mail with Return Receipt Requested) not more than five (5) business days after the conclusion of the hearing, with a copy retained in the PBRC file, in the student s departmental file and a copy submitted to the Dean s office. 6. If the student does not comply with the corrective action plan within the specified time-frame, the PBRC may request the Dean s office or the Graduate School to dismiss the student. E. Appeal of Decision 1. Within five (5) business days of the receipt of the PBRC's decision, the student may appeal by requesting the Dean of the College of Allied Health Professions to have the College Academic Standards Committee consider the appeal. The charged student may accompany the appeal with a written statement of his/her position. 2. The College of Allied Health Academic Standards Committee ( Standards Committee ) will meet within ten (10) business days to consider the appeal. 3. In considering the appeal, the College Academic Standards Committee shall review the PBR and all relevant information. The Academic Standards Committee may interview the faculty/person filing the PBR, the Department Chair, the subject student s faculty advisor, the Chair of the PBRC, the subject student and pertinent witnesses. The subject student shall be given no less than five (5) business days notice of the aforementioned meeting. No one, including the subject student may be represented or accompanied by anyone at the hearing, including, but not limited to legal counsel. 4. After completing its review of the matter, the College Academic Standards Committee shall have three (3) business days to make its decision and notify the College Dean. The College Dean shall review and affirm or question the committee s decision and notify the subject student by hand delivery signed for by the subject student or by U.S. Mail (Return Receipt Requested) and the Department Chair of the appeal decision within five (5) University business days of said decision. The decision of the College Dean shall be final. 40

41 CAHP PROFESSIONAL BEHAVIOR REPORT (PBR) Department Form p.1 Student's Name: Department: Date Filed: Filed By: (circle one: faculty / clinical instructor / student) This Professional Behavior Report is (circle one): Positive Negative Describe Observed Student Behavior: (be specific, with dates, courses, specific incident, setting, observers) Report received by: Date: Initial Departmental Remedial/Corrective Action (be specific, include time intervals, if appropriate): Self-Reflection and Proposal By Student: (attach as a separate sheet) Specific Remedial/Corrective Action or Action Plan By Initial Faculty Group: Signatures upon completion of the meeting: Student to check one box: Student: Date: I ( agree) ( disagree) with the plan. Faculty Advisor: Date: Faculty Filing PBR: Date: Dept Chair: Date: 41

42 Pat Capps Covey College of Allied Health Professions, Univ. of South Alabama CAHP PBR (PBRC) Form p.2 (text boxes will expand as you type) Student's Name: Department: Date(s) Related PBR was filed: Related PBR(s) Filed By: Referred to PBRC because Student Failed to Student Did Not Agree Subsequent PBR Filed (circle one): Comply with Initial Plan with Initial Action on Student Remedial/Corrective Action Determined by PBRC (be specific, include time intervals): Self-Reflection and Proposal By Student: (attach as a separate sheet) Specific Remedial/Corrective Action By PBRC: Signature upon completion of the meeting: PBRC Chair: Date: Pat Capps Covey College of Allied Health Professions, Univ. of South Alabama 2. Cell Phone Usage Cell phone usage is not permitted in the classroom, x-ray labs or in the clinical setting. Therefore, students will turn their cell phones off upon entering the classroom/lab, and place their cell phones in the designated area within the classroom/lab. While clinical data for Trajecsys is entered via cell/smart phones, such information is currently not entered during a student s assigned clinical hours. 3. Social Media Postings Postings in social media, such as Facebook, must not include references to patients. Postings must not refer negatively to radiographers, therapists, radiologists, or physicians associated with this program. To do so is considered unprofessional behavior and will be addressed through the Pat Capps Covey College of Allied Health Professions PROFESSIONAL BEHAVIOR POLICY. 42

43 The College of Allied Health Professions has a Professional Behavior Policy to ensure professional behavior of all students and applies to Radiologic Sciences students across the curriculum. All deviations from the standards of professionalism, as well as exemplary behavior, may be documented by faculty using a Professional Behavior Report (PBR) form that will remain in the student s academic file in the department. Recurring infractions may lead to disciplinary action, remediation or dismissal from the program. The College policy is detailed on the College of Allied Health Professions website. We encourage you to consider, beginning now, how you present yourself in all life-settings, including in and out of the classroom, particularly when you identify yourself as a Radiography student and as a student of the University of South Alabama Radiologic Sciences program. Students must be aware that what is posted online ((e.g. LinkedIn, Facebook, Twitter, Flickr, You Tube and others) can become public domain and available to future employers and colleagues. It is important to realize that you can be personally, ethically, and legally responsible for posting opinions and comments made on social media sites, even those sites personally maintained by you. It is never appropriate to post information about a patient or patient setting. Demonstration of professional behaviors in all venues, including social media, is an expectation of our program. By self-monitoring content you post, you can facilitate effective professional behaviors and constructive working relationships. If you see content posted by a colleague that appears unprofessional, you have a responsibility to bring that posting to the attention of the individual so the person can modify or remove the content. As a student in the program, it is important to recall you represent not only yourself, but also the program, the College, and the profession. It is best to pause before you post think of how others, especially those who may not know you well, may perceive and respond to what you wrote. Social, business, and healthcare networking are increasingly used for instant and far-reaching communication. These new venues allow for greater collaboration but can also unintentionally contribute to crossing privacy, confidentiality and professional boundaries. Discretion and confidentiality are imperative for Radiography students. As part of the clinical education curriculum, Radiography students have access to sensitive and legally protected health information that must be safeguarded from unlawful or inappropriate release that could compromise the patient, the Radiography student, and the University. Furthermore, a Radiography student s professional image is important and should be protected. Portrayal of unprofessional behavior may impair a Radiography student s ability to effectively perform his/her professional duties, become certified, and/or participate in positions of trust and responsibility in the 43

44 community. Students are responsible for acquainting themselves with and adhering to policies as adopted by the American Registry of Radiologic Technologists (ARRT) 4. Lifelong Learning A wide variety of individuals, such as teachers, military personnel, healthcare professionals, lawyers, engineers, etc. engage in professional development throughout their careers. These individuals may participate in professional development because of an interest in lifelong learning, a sense of moral obligation, to maintain and improve professional competence, to enhance career progression, to keep abreast of new technology and practices, or to comply with professional regulatory organizations. Members of these groups recognize the importance of acquiring new and better forms of knowledge that they can apply to their work and to their lives for the indefinite future. As a future member of the radiological profession, the reasons for continued lifelong learning listed previously must be embraced by you. It is hoped that you will do so because of your commitment as a professional. That said, in order to re-new your certification via the American Registry of Radiologic Technologists (ARRT), you must acquire a minimum of 24 hours of continuing education (CEUs) over a period of 24 months for as long as you remain in the profession. The continuing education clock begins running the day you successfully complete the ARRT Registry. For example, if one earns initial ARRT certification in 2014, they begin their first biennium (24 months) on the first day of their next birth month, and will be required to report CEUs with their certification renewal two years later (2016). The usual way of earning CEUs is through attendance at radiological seminars, State or National meetings and directed readings offered via the ASRT s journal, Radiologic Technology. You may also receive CEU credit via enrollment in courses leading to advance degrees. The bottom line is that there are a number of benefits to continual personal and professional development that will enhance your continued personal and professional growth. 5. Psychological Clinic The USA Psychological Clinic provides professional services for the USA community including students. Appointments can be made by calling or preferably through PsychologyClinic@southalabama.edu. All USA students are eligible for free counseling through the USA Counseling and Testing Service ( ). Graduate students in 44

45 psychology provide most of the direct client services. In all cases, student clinicians are supervised by faculty members who are Clinical or Counseling Psychologists and are licensed in the State of Alabama. Some psychological services are provided directly by licensed Clinical and Counseling Psychologists. 6. USA Student Health Insurance All full-time USA undergraduate students taking at least 12 credit hours per semester on campus are eligible to purchase the student health insurance plan. Part-time, USA undergraduates enrolled in at least 6 credit hours per semester on campus (in a traditional classroom setting) and USA graduate students enrolled in at least 3 credit hours per semester on campus (in a traditional classroom setting) are eligible to purchase the student health insurance at the part-time rate; students taking additional credit hours for a total of 12 credit hours are eligible to purchase the plan at the full-time rate. - See more at: sthash.k7ccby5g.dpuf. Full-Time Voluntary Rates Domestic Full-Time Student Status Undergraduate student: (minimum of 12 credit hours) See updates and more at: Annual 8/1/14-7/31/15 Fall 8/1/14-12/31/14 Spring 1/1/15 5/31/15 Spring/Summer 1/1/15 7/31/15 Summer 6/1/15 7/31/15 Student $1,873 $800 $790 $1,109 $319 Spouse $4,783 $2,045 $2,018 $2,883 $815 All Children $3,130 $1,338 $1,321 $1,854 $533 All Dependents $7,877 $3,368 $3,324 $4,666 $1,343 sthash.k7ccby5g.dpuf 45

46 V. Radiology Administration Courses The Department now offers Radiology Administration courses on-line. With the advent of these courses, the need for students to take nonradiology business courses has greatly diminished. However, transfer students and former graduates take or have taken non-radiology business courses with the intent of fulfilling the business component of our B. S. curriculum. Since students taking the radiology administration courses are required to achieve a minimum grade of C in each course, the same rule will apply to non-radiology business courses. Therefore, grades of less than C in non-radiology business courses will not transfer as a credit elective to fulfill the course requirements in radiology administration. VI. Course Evaluations Course evaluations for both didactic and clinical Radiology courses are very important to the improvement of our program. Upon completion of each course in Radiologic Sciences a course evaluation shall be made available for each student. All course evaluations will be completed via Class Climate Evaluation System. Two to three weeks before the completion of the course students will receive an in their Jagmail account from Class Climate that shall contain a link to an evaluation that will be completed on line. Once completed, a certificate of completion will be awarded and students shall upload to the assignment section of the course you are evaluating in Sakai. All information from all course evaluations is completely anonymous and feedback from these evaluations will be given in a way to ensure this anonymity for the student. VII. Communication All communication between the student and the Department of Radiologic Sciences will be done through University assigned accounts only. It is the responsibility of the student to check this on a regular basis. The student is more than welcome to link the university account with a personal account. 46

47 III. CLINICAL EDUCATION Before reading this section, students should understand that clinical education is one of the most important aspects of the Radiography curriculum. Faculty and teaching technologists take their clinical responsibilities quite seriously, and students are expected to act responsibly in the clinical setting and accept their clinical assignments in a serious manner. The following statement was offered by a student during a counseling session to resolve an issue arising in the clinical setting: I have just always thought of jobs and schools differently, and I really see now that [faculty do not.] I always look at school like I do not have to be quite a complete adult yet I do realize now, though, and have for a while but especially after today, that I do have more responsibilities in school than I have been acknowledging in past semesters of this program. Students are encouraged to view the student s statement as a model of what is expected of them in the clinical setting. A. Objective The objective of the clinical education component of the curriculum is to provide students with the necessary practical experience needed as a medical imaging professional. Clinical Education represents a major portion of the overall radiologic sciences program. Students are expected to correlate the didactic (classroom) portion of the curriculum to the clinical portion of the curriculum. Because of its importance in a student's education, the remaining items outlined in this section primarily relate to student requirements involving clinical education. B. Competency-Based Program The clinical education phase of the curriculum is structured around a competency-based program. Briefly stated, a competency based program ensures that each student attain a prescribed level of competence in performing diagnostic imaging examinations in order to successfully complete the graduation requirements of the program. This program was designed to give attention to the correlation of clinical experience and didactic instruction. The first stage of a student's clinical education involves classroom lectures followed by laboratory sessions in which simulation is used as a 47

48 learning device. Students are then required to observe and assist medical imaging professionals as they perform their daily duties. Next, students actually begin to perform basic imaging examinations while under constant supervision. After an adequate time period, each student is required to perform a competency exam in the clinical setting. The competency exam involves performing the essential procedures necessary to produce a quality image as well as providing quality patient care. After successful completion of a competency, each student is allowed to progress by performing more difficult imaging examinations. Several competency examinations will be required of each student per semester. Ultimately, failure to complete prescribed competencies will result in a delay in completing the program requirements for graduation and a delay and/or a denial of a student's interest/desire in pursuing more complex examinations or other imaging modalities. The specifics of what is required of each student in the way of competencies is spelled out each semester in a course syllabus provided to each student. (See Appendix B.) Until students achieve the program's required competency in a given procedure, all clinical assignments must be carried out under the direct supervision of qualified medical imaging professionals. 1. Following are the parameters of direct supervision: a. The qualified medical imaging professional reviews the request for examination in relation to the student's achievement; b. The qualified medical imaging professional evaluates the condition of the patient in relation to the student's achievement; and c. Qualified medical imaging professional is present in room. d. The qualified medical imaging professional reviews and approves the images. e. Failure to comply with these policies will result in suspension or dismissal in cases of repeated violations. Final decisions regarding the penalty assessed will be governed by the College s professional behavior policies. 2. Indirect supervision is defined as that supervision provided by a qualified medical imaging professional immediately available to assist students regardless of the level of student achievement. 48

49 3. Regardless of a student's level of experience or level of competency, whenever images must be repeated, students must consult with and be supervised by program faculty or Teaching Technologists or adjunct clinical instructors, or staff medical imaging professional when the image is repeated. In order to determine the level of supervision (direct or indirect), students, affiliate medical imaging professional, adjunct faculty, and faculty must refer to the "Clinical Competencies Completed" form to determine which specific competencies have been completed for an individual student (Appendix E). It is important to reiterate that students will adhere to the parameters of direct supervision for each and every examination until they successfully complete specific competencies which in turn are verified by their inclusion in the Clinical Competencies Completed form. Thus, as specific competencies are completed and noted on the Clinical Competencies form, students will then be allowed to perform imaging examinations under the status of Indirect Supervision. 4. Failure to comply with these policies will result in suspension or dismissal in cases of repeated violations. Final decisions regarding the penalty assessed will be governed by the College s professional behavior policies. C. Determination of Clinical Grades Definitions: 1. Tri-semester evaluations (See Appendix C): As the term suggests, clinical evaluations are conducted three times each semester and occur at the end of each five-week period. As such, they represent 70% of one's final grade in clinical education. These evaluations monitor a variety of technical skills considered important in clinical education as well as adherence to one's personal and professional responsibilities. The evaluations are highly objective and thus the numerical grades derived from these evaluations are relatively free from subjective influences. Note: Junior student clinical grades may be derived from a combination of clinical assessments (radiography, EKG, phlebotomy, slide tests, etc.) and, therefore, the specific determination of final grades will vary. See specific course syllabi for further information. During the Summer Semester there will be two clinical evaluations. 49

50 2. Clinical anatomy and image analysis tests: These tests are given 4 or 5 times each semester with the intent of testing the knowledge of students relative to imaging anatomy and image analysis/film critique. The test format is presented via slide format with an accompanying answer sheet. These tests are appropriately matched to the student's academic level/standing in the program and account for 30% of one s final grade. Radiographic anatomy is limited to those structures listed in Appendix G. Final grades in clinical education are determined as follows: 1. An average of the evaluations x 70%. 2. An average of all clinical anatomy and image analysis tests x 30%. Example: Assuming one's average was 84 and the average from the clinical anatomy and image analysis tests was 89, the final grade would be determined as follows: 84 x 70% = x 30% = 26.7 which equates to an 85 ( = 85.5) or a final letter grade of B. Although the completion of all clinical competencies is a program requirement, clinical competencies are graded on a Pass/Fail basis and thus do not have a significant impact on one's final grade in clinical education courses. However, failure to complete the required clinical competencies does impact negatively on one's successful completion of the program as well as one's opportunity to pursue more complex examinations or other imaging modalities. Students receiving a final grade of less than a "C" should consult Section II, B and Section IV, 6 for further information. D. Record of Clinical Experience All Radiologic Science students are required to maintain a "Record of Clinical Experience." This practice is designed to maintain a record of clinical experience obtained by students. The Record of Clinical Experience are weekly observation forms/sheets. Students must record daily all examinations and 50

51 competencies on these weekly forms/sheets (see Appendix F) regardless of whether the examinations are classified as assisted, assisted/position, assisted/technique, unassisted, competency, attempted competency or simply "observed", i.e., no actual participation in the performance of the examination according to the definitions of assisted and unassisted as listed below. At the end of scheduled clinics on Friday of each clinical week, students must enter their procedures into the electronic data input system and return completed Weekly Observation Forms/Sheets to the Department of Radiologic Sciences. Forms may be hand-carried or mailed to the department. If hand-carried, all forms (Competency, Record of Clinical Experience, etc.) must be placed in the appropriate instructor s mailbox, which is located in the x-ray lab. Regardless of the method of delivery, weekly observation forms are due in the department by 5:00 p.m. on Wednesdays. A five-point reduction on the Tri-Semester Evaluation form will be assessed if one or more of the following occurs: a. Procedures are not entered into the electronic data input system by Monday 8:00 a.m. b. Forms are not received by Wednesday - 5:00 p.m. c. Forms are not legible or neat. d. Insufficient number or variety of examinations recorded. In summary, all examinations, competencies, and errors observed by program faculty and/or adjunct clinical instructors are acknowledged and signed in appropriate spaces on weekly observation forms. Competencies are recorded on the weekly observation form, just as are examinations. However, the individual instructor performing the competency will submit a separate competency form. All competency forms must be submitted with the appropriate weekly observation form or it will be voided. The student will be required to complete the competency another day. The proper manner in which students are to log information in the clinical record book is as follows: Assisted Examinations (A)- Any student aids another individual is to log that patient's information in the clinical record book as an assisted examination. Assisted Position Examinations (P)- Any student who positions the patient without setting the technique is to log that patient's information in the clinical record book as an assisted examination. 51

52 Assisted Examinations (T)- Any student who sets manual technique (not AEC settings) as an aid to another individual is to log that patient's information in the clinical record book as an assisted examination. Unassisted Examinations (U)- Any examination in which the student performs all aspects of the examination independent of another's aid is to log the patient's information in the clinical record book as an unassisted examination. Competency (C) Any examination in which the student successfully performs all aspects of the examination independent of another s aid and for which they are evaluated by designated instructors. Attempted Competency (AC) Any examination attempted as a competency in which the student does not pass. Observed (O)- no actual participation in the performance of the examination according to the definitions of assisted and unassisted as listed above. E. Patient Exam Requirements Beginning the Spring Semester of the Junior Year, students will be required to perform a specific number of exams and competencies. The requirements are listed below: Number of Examinations Assisted or Unassisted Examinations Number of Unassisted or Assisted Position Examinations Spring Junior yr Summer Junior yr Fall Senior yr Spring Senior yr Summer Senior yr Number of Completed Competencies Students failing to meet the required examinations according to the specific semesters listed above, receive a letter symbol I for the course. In order for the symbol I to be changed to a passing grade, the students are advised to attend additional clinical sessions during the break period between semesters in order to complete the patient exam requirement. If needed, clinical assignments during the break period will be arranged by the Department of Radiologic Sciences. Students will have until the third week of the following semester to meet the required number of examinations. If a student fails to meet the patient examination requirements, the symbol I will be recorded as a letter grade F by the 52

53 registrar s office, according to the University Bulletin.(see USA Bulletin final grade I policy). F. Attendance, Absenteeism, Tardiness, Early Departure 1. Attendance Prompt and regular attendance is the responsibility of each student. a. Two valid absences from diagnostic radiography clinic per semester will result in no penalty to the student. Three or more absences from clinic will result in a ten (10) point reduction in one s final clinical grade per occurrence. Example: A student with five absences during a semester would have a 30 point reduction in the final clinical grade. Calculated, that would be 5 absences minus 2 valid absences = 3 absences at 10 points each off of one s FINAL clinical grade. b. Two valid absences from an imaging modality clinic per semester will result in no penalty to the student, however, ALL absences from an imaging modality clinic MUST be made up to qualify for successful completion of the course. Three or more absences from an imaging modality clinic will result in a ten (10) point reduction in one s imaging modality course grade per occurrence. c. Students who have exhausted their absences and need additional absences for special circumstances will be required to complete the Special Absence Request Form, located in the SRM as Appendix J and on the Radiologic Sciences Web page under Radiologic Sciences Students. Examples of special circumstances would by Jury Duty, National Guard, hospitalization, death in the family, etc. This list is not intended to be all-inclusive and each case will be reviewed. If the request is approved, the student will be allowed to make-up the clinic absence. Make-up days (time and place) will be assigned by the instructor in the clinical site the student was assigned during the semester in question. Failure to attend on the scheduled make-up day(s) will be considered an absence and 10 points will be deducted from 53

54 the final clinical grade. If the absence is not approved, or the Special Absence Request Form has not been submitted, a 10 point reduction will occur from the final clinical grade for the absence(s). If at all possible, the Special Absence Request Form should be submitted a week in advance. Regardless of the number of absences a student may incur during a semester, the student must meet the number of exams and competencies required for each semester as listed in the course syllabi, and in the SRM. 2. Notification of Attendance If a student is unable to report to their assigned clinical affiliate, he/she is required to notify their clinical instructor/course master, via , of an absence or potential tardiness within 30 minutes of their scheduled arrival time in the clinical affiliate. If the time recorded on the is in excess of the allotted 30 minutes, then the student will receive a 5 point reduction on their clinical evaluation grade. Failure to notify will also result in a 5 point reduction on their tri/bi-semester evaluation grade. The rationale for notifying the department in instances of clinical absenteeism or tardiness is simply that space for students is typically reserved in medical imaging installations and if one is unable to attend, then the space can be reassigned to another student or abandoned altogether. Thus, the intent is not to interfere with the completion of patient examinations or other patient activities. To contact the clinical sites, the following phone numbers are listed below: Department of Radiologic Sciences U.S.A.M.C Providence Hospital USA Children s & Women s Hospital Mobile Infirmary Medical Center USA - Health Services Foundation

55 (Stanton Road Out-Patient Clinic ) Springhill Medical Center Thomas Hospital Thomas Medical Center Monroe County Hospital or Alabama Orthopedic Clinic North Baldwin South Baldwin Regional Medical Center In cases where a student has indicated they will not be in attendance in the clinical setting and then later reports at a time when much of the scheduled clinical education period has elapsed, the student will be notified that they will be considered absent for the day and that in fact, there is no point in them remaining in the clinical education site. 3. Clocking Attendance in Electronic Data Input System All students will be required to provide documentary proof of clinical attendance. This proof will be documented by utilizing the electronic data input system at each clinical education center prior to performing any duties. Students failing to document their attendance in the clinical setting will be considered absent. In the event a student fails to record their attendance, the error may be corrected by utilizing the following procedure: i. Report the incident to the Departmental Supervisor and to the clinical instructor via immediately. The should contain the name of the supervisor who can verify attendance. NOTE: Failure to follow this procedure will result in the student being counted absent. Students must also record any absence in the electronic data input system by the following day. Failure to record time exceptions will 55

56 result in a 5 point reduction from the tri-semester clinical evaluation, per occurrence. Time exceptions are only to be utilized for absences. 4. Leave for Employment Orientation Students who secure employment while enrolled in the program will be allowed one (1) day of release time from clinic to attend a scheduled employment orientation. Students must complete the Special Absence Form (Appendix J) for approval prior to the absence. Any related absences in excess of the one day must be made up or the absence will fall under the attendance policy. Students can only utilize this policy one time during their enrollment in the program. If a student acquires multiple jobs while enrolled, additional absences will fall under the attendance policy. 5. Tardiness Early Departure A. Tardiness Definition: Students arriving later than their assigned time to report to their clinical affiliate will be considered tardy. The importance of reporting to the clinic on time cannot be overemphasized. Each student should note that tardiness is an important part of the clinical evaluation form and tardiness will be considered accordingly. B. Early Departure Definition: When a student leaves the clinical affiliate prior to their scheduled time of departure, said student will be considered to have taken an early departure. C. Two late arrivals or early departures from diagnostic clinic per semester will result in no penalty to the student. Three or more lates/early departures from clinic will result in a two (2) point reduction in one=s final clinical grade per occurrence. Example: A student with five lates during a semester (2 in first rotation, 1 in second rotation, and 2 in third rotation) would have a 6 point reduction in the final clinical grade. Calculated, that would be 5 lates minus 2 valid lates = 3 absences at 2 points each off of one s FINAL clinical grade. D. For imaging modality clinical rotations, students who arrive after their scheduled time will be considered tardy. This will result in a two (2) point reduction in one's final grade per occurrence. Students who arrive one hour or later after the scheduled time will be considered absent for that day. In instances where a student leaves the clinical site within an 56

57 hour of the scheduled departure time without authorization from their instructor, a 2-point reduction in the final grade number will result. This will occur with every unauthorized occurrence of early departure. Any time exceeding an hour of the scheduled departure time will be considered an absence. E. Students are to clock in at the beginning of their clinical rotation prior to performing any duties. Students are not to put in a time exception for being tardy. You are considered in attendance at the time recorded. Any extraneous circumstances should be communicated with your clinical instructor via . Time exceptions are only to be utilized for absences. G. Lunch Please note: Students are allowed the following without point reduction according to the guidelines established in the SRM for Diagnostic Clinic only: One early departure and one tardy, or Two early departures and no tardiness, or Two tardiness and no early departures. With respect to tardiness and early departure, regardless of the length of a clinical day, if one is tardy or early departs by one hour, then one will be considered absent for the entire day. Students are allowed 45 minutes for lunch during clinic on scheduled days of more than 5 hours duration. Students who are in excess of 50 minutes when returning from lunch will be considered tardy, with penalties applied according to the tardy policy. H. Weekend/Trauma Assignments As a radiologic sciences student it will be necessary for you to acquire some of your clinical experience on weekends or evenings. This is considered a necessary part of one s total education. Weekend/PM rotations will occur during the Spring and Summer Semesters of the junior year. Students are rated on technical ability, patient care and safety skills, initiative, and response to supervision and guidance by the Adjunct Clinical Instructor/Medical Imaging Professional working with the student (see Appendix I). Students are not permitted to change their weekend/trauma assignments without the approval of the instructor. 57

58 The performance of Clinical competencies will not be allowed during weekend/pm assignments. I. Professional Demeanor Faculty and adjunct clinical instructors can send students home for poor professional demeanor. Professional demeanor violations are limited to: 1. Insubordination 2. Being argumentative 3. Any inappropriate behavior 4. Failure to show proper respect to instructors and/or medical imaging professionals. The student will be sent home immediately and given a 10 point reduction on his/her tri(bi)-semester evaluation. Students have the right to appeal the decision to be sent home to a Department Professional Behavior Committee. J. Student Conduct Regulations concerning student conduct have been established by the University (see Student Handbook, the Low Down). The same regulations apply to the radiologic technology student within the clinical education center. However additional regulations are to be observed within the clinical education centers. 1. Verbal Warning A student may receive a verbal warning from a faculty member for any violation in the disciplinary guidelines. A violation requiring a verbal warning is only in effect until the completion of that semester. Additional violations in the same category within the same semester will result in the subsequent disciplinary actions for that particular violation. 2. Written Warning When a student violates a category, which requires a written warning, the instructor must document the violation on the Student/ Instructor Conference Form. The instructor must then conduct a conference with the student to discuss the violation and corrective measures to be taken. 58

59 3. One-Day Suspension If a student violates a disciplinary guideline, which entails a one-day suspension, that student is to be dismissed immediately from the clinical affiliate. Such a suspension is simply entitled a One-Day Suspension. Any time a student is to be suspended immediately from the clinical setting, said student must be informed that a Student/Instructor Conference form will be completed and the student will have an opportunity to defend his/her actions. Unless there are some extenuating circumstances, the student will usually be expected to make up all the suspended time. 4. One- To Three-Day Suspension If a student violates a disciplinary guideline, which entails a one- to three-day suspension, the student is initially suspended from the clinical setting for the first day. In the interim, a faculty conference will be held to determine if a suspension will be prolonged to include a second or third day. Again, a Student/Instructor Conference Form must be completed and the student will be given an opportunity to defend his/her actions. During the course of a student/instructor conference the instructor will fully explain the violation as well as corrective actions to be taken. 5. Probation When a student is placed on probation, the probationary period will remain in effect until the student completes the program requirements for graduation. Thus when a student is placed on probation, they will remain on probation until such a time as they graduate from the program. Additional violations in the same category will be considered in accordance with the Disciplinary Actions form. In other words, further violations result in more serious disciplinary actions. Whenever a student is placed on probation, a faculty conference with the student must accompany the probationary status and again, a Student/Instructor Conference form must be completed and the student must be informed of the violation in detail as well as whatever corrective actions will be applied to him/her. 6. Dismissal When a student has reached the final outcome of a disciplinary action, which is dismissal, that student will have a hearing with the faculty. The purpose of the hearing will be to afford the student with his/her opportunity for due process regarding the issue at hand and final decisions will be rendered regarding the disposition of the particular violation/infringement. 59

60 Any student who is suspended is required to make up the time of that suspension at the discretion of the instructor. If this day is not made up, the student will be considered absent and the absence will be considered according to the absenteeism policy. A student who is dismissed during the course of a semester may, depending upon the decision of the Disciplinary Committee, be allowed to complete the semester in which the violation occurred but will not necessarily be readmitted the following semester. The appeal process for disciplinary decisions is discussed in the paragraphs, which follow. Following dismissal, if a student desires readmission, said student must apply to the Radiologic Sciences Admissions Committee and must follow the admissions procedures pursued by firsttime applicants. K. Appeal Process The Department of Radiologic Sciences provides a mechanism for students to appeal any disciplinary/behavioral action they feel is unjust. In order to appeal decisions made in regards to clinical education such as probation, suspensions, and dismissals, etc. The procedure employed will be in accordance with the College Professional Behavior Policy previously described in Section U pp A summary of the procedures are described in the following: Note: this summary is provided on the basis of instances in which the student is alleged to have committed an inappropriate offense in the clinical setting, which may also include instances in which a student is alleged to have violated a professional standard which did, or could have resulted in harm to the patient, student, faculty, teaching technologists or other personnel in the clinical setting. 1. The student will be immediately informed when, in the opinion of the instructor, an instance of inappropriate professional behavior has occurred. 2. The instructor will complete the first page of the PBR form (see Section U, Professional Behavior), and submit the form to the Departmental Chairperson or the Chairperson of the PBRC if the Departmental Chairperson is filing the PBR. If a clinical instructor observes inappropriate behavior, the departmental clinical coordinator(s) will provide the clinical instructor with a PBR to document the observed behavior. 60

61 3. Time frames for the appeal process: a. Upon receipt of a PBR for unsatisfactory performance, the Department Chair (or Chair of the PBRC if faculty reporting is Department Chair) will forward a copy of the PBR to the student who made the subject of the PBR and to the student s faculty advisor. b. Within 3 business days, the Department Chair, or the Chair of the PBRC if the Department Chair is the complaining faculty member, will meet to discuss the issue with the faculty advisor and the student. The student will be encouraged to provide an explanation of the behavior and plan of action to address the behavior. Upon conclusion, the Department Chair/Chair of PBRC will document the resolution/action plan of the subject situation in the bottom section of page one of the PBR with a formative emphasis on improving the unsatisfactory behavior, and obtain the signatures of the complaining individual and the student to document agreement with the action plan. The signed PBR will be placed in the student s file by the Department Chair, with a copy provided to the student. The faculty advisor will be responsible to assure that the action plan is implemented and completed. c. If the student fails to comply with the agreed upon remedial/corrective action(s) or the issue cannot be resolved by this informal procedure, the faculty advisor will turn the matter over to the PBRC for a full hearing as described below within 5 business days of determination of same. d. Any subsequent PBR regarding this student on the same issue or another issue will not be submitted for informal resolution but will be submitted directly to the Department PBRC. e. Upon receipt of an unresolved or subsequent PBR on a given student, the Department Chair/Chair of PBRC will distribute copies of the PBR to all Department PBRC members and the student within 24 hours. The Chair of the PBRC will schedule a PBRC hearing with the student within five (5) University business days, and the student may submit a written response to the Department Chair no later than 24 hours prior to the meeting for distribution to the committee. f. At the hearing, the faculty member who wrote the PBR and the student will present pertinent information and/or relevant witnesses to the PBRC. Neither the faculty member nor the student may be represented or accompanied by anyone at the hearing, including, but not limited to legal counsel. Only members of the PBRC, the student, and the individual who filed the PBR will be present throughout the hearing. The PBRC may call other individuals to provide information related to the charge. A witness shall attend the hearing only to the extent necessary for him/her to offer information. 61

62 g. The PBRC will have the right to ask questions of the complaining individual, the faculty member presenting the issue, the student, and/or any witnesses/pertinent individuals regarding the incident(s). h. The PBRC will consider any prior unsatisfactory behavioral performance issues of the charged student(s) in determining its recommendations. i. At the conclusion of the hearing, the PBRC shall decide on remedial and/or corrective actions or sanctions, which may include immediate dismissal from the program. The decision of the PBRC will be recorded on PBR page 2 with signature of the PBRC Chair. Written notification of the decision will be hand delivered and signed for by the subject student or mailed by the Department to the subject student (U.S. Mail with Return Receipt Requested) not more than five (5) business days after the conclusion of the hearing, with a copies retained in the PBRC file, in the student s departmental file and a copy submitted to the Dean s office j. If the student does not comply with the corrective action plan within the specified time-frame, the PBRC may request the Dean s office to dismiss the student. k. Appeal of Decision 1. Within five (5) business days of the receipt of the PBRC's decision, the student may appeal by requesting the Dean of the College of Allied Health Professions to have the College Academic Standards Committee consider the appeal. The charged student may accompany the appeal with a written statement of his/her position. 2. The College of Allied Health Academic Standards Committee ( Standards Committee ) will meet within ten (10) business days to consider the appeal. 3. In considering the appeal, the College Academic Standards Committee shall review the PBR and all relevant information. The Academic Standards Committee may interview the faculty/person filing the PBR, the Department Chair, the student s faculty advisor, the Chair of the PBRC, the student and pertinent witnesses. The student shall be given no less than five (5) business days notice of the aforementioned meeting. No one, including the student may be represented or accompanied by anyone at the hearing, including, but not limited to legal counsel. 4. After completing its review of the matter, the College Academic Standards Committee shall have three (3) business days to make its decision and notify the College Dean. The College 62

63 Dean shall review and affirm or question the committee s decision and notify the student by hand delivery signed for by the student or by U.S. Mail (Return Receipt Requested) and the Department Chair of the appeal decision within five (5) University business days of said decision. The decision of the College Dean shall be final. Although the procedures described above regarding inappropriate professional behavior are located in the clinical education section of the SRM, inappropriate behavior within the classroom or within laboratory settings are subject to the same penalties and will be resolved in the same manner. L. DISCIPLINARY GUIDELINES (See DISCIPLINARY ACTIONS) PROFESSIONAL CLINICAL RESPONSIBILITY - Following a single warning and a subsequent failure to respond, said student will be sent home. A record of this and every occurrence will be maintained. Future displays of unprofessional behavior will be followed by the same warning and if not immediately corrected, said student will once again be sent home. Absences due to violating this policy will be treated as a clinical absence. Of considerable importance is the fact that the time frame in which the student is sent home does not matter. Thus, the policy will apply to one sent home in the last 5 minutes of the day, the first 5 minutes of the day, and/or any time in between. Since this form of clinical absence is not excused, there is no make-up time allowed. Such absences will be subtracted from the total number of absences allowed. This aspect of the policy can be particularly troublesome once one has expended their allowed number of absences. Thus, if one is sent home once one has expended their allotted number of absences, such absences will result in a reduction of points from the final grade. In summary, being sent home may have significant consequences upon one s final grade in Clinical Education, as well as one s ability to complete the number of required clinical exams and clinical competencies. FIGHTING OR ARGUING - Any student who participates in an act which demonstrates violent physical or verbal assault/attack and/or battery (use of physical force upon another), said student is subject to disciplinary action under Code A. MISTREATMENT OF PATIENTS - Mistreatment of patients is not tolerated by this department. Any student who physically abuses a patient, uses vulgar language either 63

64 directed to or in the presence of the patient, or openly demonstrates a mocking or an unprofessional attitude/conduct regarding a patient's condition or body habitus is subject to disciplinary actions under Code A. UNETHICAL CONDUCT - Refers to violations of patient confidentiality; showing partiality to patients regardless of financial conditions, race, or creed; openly criticizes hospital policies, practices, or staff and professional personnel; leaving an area of responsibility wherein patient's safety is jeopardized; deliberately endangering the safety and wellbeing of the patient, colleagues or similarly situated individuals and generally conducts himself/herself in a manner which is clearly unprofessional shall be disciplined under Code A. ALCOHOL OR DRUG VIOLATION - Any student who enters the clinical setting in an inebriated condition, is discovered in the act of stealing drugs from the affiliate, or is observed in the act of utilizing drugs (other than prescribed medication) or alcohol while in the clinical setting or is obviously under the influence of alcohol or illegal narcotics is subject to discipline under Code A. THREATENING REMARKS - Any student who makes a threatening remark which implies the potential of physical harm to faculty, fellow students, hospital personnel, or patients shall be disciplined in accordance with Code A. DISHONESTY & FALSIFICATION OF RECORDS - When a student portrays a dishonest action or falsifies clinical records (clinic book, attendance sheets, use of another film markers in a malicious manner), said student is subject to disciplinary actions under Code B or C. Note: the instructor must insure definite proof of student dishonesty. UNAUTHORIZED PRESENCE IN CLINICAL AFFILIATE - This refers to instances when a student is not scheduled to be in a clinical affiliate but nonetheless is present and participates in any action that is disruptive to the Department of Radiology or hospital in general. This disciplinary guideline is subject to actions under Code C. MISUSE OR ABUSE OF HOSPITAL EQUIPMENT/FACILITIES - Self-explanatory and is subject to disciplinary action under Code C. MALICIOUS GOSSIP - When a student openly participates in or initiates slanderous gossip or gossip which could threaten the good name, professional status, or future endeavors of another individual/institution, said student is subject to disciplinary action under the Professional Demeanor policy. 64

65 SEXUAL HARASSMENT - Sexual harassment is defined as unwelcome sexual advances, requests for sexual favors, and other inappropriate verbal, written, or physical conduct of a sexual nature committed by faculty, fellow students, physicians, radiographers, and other similarly-situated individuals who: 1. Suggest that submission to such conduct is required as a condition of classroom or clinical performance; 2. Consider submission to, or rejection of, the conduct when evaluating classroom or clinical performance; 3. Interfere with someone's classroom or clinical performance; 4. Create an intimidating, hostile, or offensive learning environment. Students who inflict sexual harassment upon fellow students will be subject to disciplinary action under Code A. Students are encouraged to report incidents of sexual harassment to program faculty and the chairperson in a timely manner. PERSONAL TELEPHONE USAGE - Students are not permitted to use departmental telephones for personal reasons. Students are only allowed to make or receive personal calls in the case of emergency and such calls are only made with the instructor's consent. Cell phone usage is not permitted in the immediate clinical area. Violations in this area are covered under disciplinary action Code C. UNAUTHORIZED ABSENCE FROM ASSIGNED AREA - Once a student is assigned to a specific area within an affiliate, said student is expected to remain in that area unless his/her particular clinical assignment is not being utilized due to equipment malfunction or student is requested to leave the area by an administrative official of the radiology department. Each student is expected to obtain permission from clinical faculty or if the instructor is not present, the permission may be obtained from the supervisor in cases where a student must leave the assigned area. Failure to follow this policy results in a disciplinary action under Code D. SMOKING - Smoking is permitted only in appropriately designated areas. Violations of this policy are treated under disciplinary action Code D. NOTE: smoking breaks are not allowed during normal clinical education hours. STUDYING WHILE IN THE AFFILIATE - Students are not allowed to study didactic material related to their radiography courses while in the clinical affiliate unless they have the direct permission of their supervising clinical instructor or radiology supervisor. Violations involving this area are covered under disciplinary action Code C. 65

66 In cases requiring significant disciplinary action such as suspension for more than one day, dismissal, or probation, the following guidelines must be adhered to: - Notice of charges and a hearing are required. - Student must be notified of the time and place of the hearing. - Student must be informed of the evidence against him/her. - Student must know the range of sanctions. (See Disciplinary Actions.) - Student must have the right of appeal. DISCIPLINARY ACTIONS NOTE: If suspended, a 10 point reduction per day will be applied to the tri(bi)semester evaluation. OFFENSE CODES FIRST OFFENSE SECOND OFFENSE THIRD OFFENSE FOURTH OFFENSE CODE A Probation with a 1-3 day suspension * Dismissal * CODE B 10 point reduction on final grade 10 point reduction on final grade Dismissal * CODE C CODE D 10 point reduction on tri(bi)semester evaluation Written or verbal warning 10 point reduction on tri(bi)semester evaluation 10 point reduction on tri(bi)semester evaluation 10 point reduction on tri(bi)semester evaluation 10 point reduction on tri(bi)semester evaluation 10 point reduction on tri(bi)semester evaluation 10 point reduction on tri(bi)semester evaluation *In these instances, the Disciplinary committee will make the final decision. NOTE: WHEN A STUDENT IS PLACED ON PROBATION, THE PROBATIONARY PERIOD REMAINS IN EFFECT UNTIL THE STUDENT GRADUATES FROM THE PROGRAM. IN ADDITION, WHEN A STUDENT VIOLATES A DISCIPLINARY GUIDELINE WHILE ON PROBATION FOR THE SAME OFFENSE, SAID STUDENT WILL BE SUBJECT TO THE NEXT HIGHEST DISCIPLINARY ACTION. IF DISMISSAL IS NOT THE FINAL OUTCOME OF A DISCIPLINARY ACTION, THEN THE STUDENT REMAINS IN THE HIGHEST DISCIPLINARY ACTION STATUS FOR THAT PARTICULAR VIOLATION. 66

67 M. Dress Code A student's personal appearance is regarded as an important aspect of the Clinical Evaluation. Students are expected to be neat, clean, and well groomed at all times. In addition, students are expected to use shampoo, deodorants, and other items of personal hygiene on a daily basis. In short, students are expected to dress and conduct themselves as professionals at all times. Students presenting in the clinic inappropriately dressed will be sent home. The student will be given the option to make the day up. Failure to make up the day will result in the day being considered an absence with the absenteeism policy regulations in force. It does not matter what time of day the infraction is observed, the student will be asked to leave at that time. The penalty will be the same as if it had been observed at the beginning of the day. Uniforms: 1. Color: Royal Blue See Appendix K for examples of tops and pants. Any style scrub top may be purchased as long as it is in the appropriate color; however, the scrub top chosen MUST meet our requirements and be approved by a clinical coordinator before being worn to clinic. ***The scrub top cannot be extremely formfitting or revealing must be professional in appearance. Brand of Uniforms Dickies Cherokee Landau Color Code RYL or equivalent ROYW or equivalent BEP or equivalent Note: With the exception of altering the length of pants, scrub suits may not be otherwise modified. Uniform pants must NOT be dragging/touching the floor for infection control reasons. Note: Students are encouraged to save purchase receipts in the event uniforms must be returned to the vendor. 2. Accessories: Professional style white lab coats may be worn over scrub suits. In addition, lab coats that are the exact color of the uniform are permitted. 67

68 Note: Only short or medium lengths are permitted. Lab coats may be of the button, snap, or zipper-front type. Sweaters of any color are not permitted. Plain white T- shirts, short or long sleeved, may be worn underneath uniform tops, but the bottom of the T-shirt must not extend beyond the bottom of the uniform top. 3. Shoes: Nursing or athletic shoes are recommended. Permissible athletic shoe colors include white, black, grey, or navy blue. Colored logos are acceptable. High top athletic shoes are also permitted. Solid colored walking/support shoes (i.e. Rockport s) or clogs may also be worn. Permissible colors include black, brown, cordovan, navy blue or white. Sandals, dress shoes (i.e. Mary Janes), or open clogs (i.e. Croc s) are NOT permitted. 4. Socks: Any color, plaid, solid crew-type or ankle socks are permissible. 5. Identification badges are required and will be provided by the Department of Radiologic Sciences. These badges should be worn at all times when the student is in the clinical setting. 6. For information relating to other dress codes such as earrings, length of hair/hair color, nail polish, finger rings, etc., consult the following sections of the Student Reference Manual. 7. Uniforms will be necessary for the Fall Semester of the Junior year and thereafter. Note: If a clinical affiliate has a dress code policy specific to their institution, other than policies stated in the Student Reference Manual, students will be expected to abide by these policies when assigned to the affiliate, e.g. earrings, certain types of shoes. Students are expected to comply with the following regulations: 1. MALE STUDENTS a. Students shall wear approved uniforms at all times within the clinical affiliates. b. All uniforms shall be kept neat, clean and arranged at all times. 68

69 Uniforms must be clean, unwrinkled and odor free. Uniforms must be laundered after each use due to harboring of germs. c. Male students shall not wear their hair below their shirt collar and it should not be an unconventional color. d. Students shall not wear excessive colognes or aftershaves. e. Students must be cleanly shaven at all times with beards/mustaches no longer than 1 inch. Students who do not have a beard or mustache must be clean shaven. f. Only plain white T-shirts, short or long sleeved, are permitted to be worn under the uniform shirt, but are not required. g. Students shall wear their name identification tag and radiation monitoring device. Radiation monitoring devices are to be worn about the collar of the uniform. Radiation monitoring devices must be worn whenever students are engaged in any radiological activity. This includes, clinical education, radiographic laboratories, radiological rotations outside of the departments of radiology, etc. h. One small chain/necklace may be worn as long as it is concealed under the uniform shirt. Small stud earrings not to exceed 12 mm (approx 0.4 inch) in diameter may be worn, and only one earring per ear is allowed. Dangling and/or hoop earrings are not permitted. I. Visible body piercing, other than ears, and tattoos are not acceptable and MUST be covered at all times in the clinic. 2. FEMALE STUDENTS a. All uniforms shall be kept neat, clean and arranged at all times. Uniforms must be clean, unwrinkled and odor free. Uniforms must be laundered after each use due to harboring of germs. b. Uniforms shall be worn with foundation garments, plain white hose, or plain white or colored socks. c. Students shall not use excessive makeup, perfume, ornaments, and jewelry. d. Small stud earrings not to exceed 12 mm (approx 0.4 inch) in diameter may be worn, and only one earring per ear is allowed. Dangling and/or hoop earrings are not permitted. e. Nail polish is permitted ONLY in clear. Artificial or acrylic nails are NOT permitted. f. Finger rings shall be limited to one ring per hand. g. Students shall wear their hair in a simple attractive style which maintains the hair out of the student's face as well as the patients'. If a student's hair is below the shoulder, it should be completely pulled back in a neat style. Hair may be braided without decorations or held in place with bows, clips or barrettes. Student hair color should not be an unconventional color. 69

70 h. Students shall wear their name identification tag and radiation monitoring devices. Radiation monitoring devices are to be worn about the collar of the uniform. Radiation monitoring devices must be worn whenever students are engaged in any radiological activity. This includes clinical education, radiographic laboratories, radiological rotations outside of the departments of radiology, etc. i. One small chain/necklace may be worn as long as it is concealed under the uniform shirt. j. Visible body piercing, other than ears, and tattoos are not acceptable and MUST be covered at all times in the clinic. k. Only plain white T-shirts, short or long sleeved, are permitted to be worn under the uniform shirt, but are not required. N. Patient Measuring and Collimation 1. Patient Measuring While in the clinical affiliate, students are expected to measure patients utilizing calipers in order to determine the proper exposure factors. The only examinations, which do not require measuring are: - Fingers - Hands - Wrists - Forearm - Elbow - Humeri - Toes - Feet - Ankles - Skulls - Legs Students should note that measuring is a part of their clinical evaluation and failure to measure the patient will result in a lowering of the student's clinical evaluation grade. In addition to measurements, students are required to maintain a Technique Guide Booklet. The following policies regarding Technique Booklets and the impact they have upon one s Tri-semester Evaluation are as follows: a. Technique Booklets will be reviewed by Faculty and Teaching Technologist periodically, but no more than once each week. 70

71 Failure to maintain an up-to-date Booklet will result in a onepoint reduction per occurrence. b. Failure to use the Technique Guide Booklet when setting exposure factors will result in a one-point reduction per occurrence. c. Failure to bring your Technique Guide Booklet to clinic will result in a one-point reduction per occurrence/per day d. Since the usefulness and accuracy of a Technique Guide is compromised when one does not measure the patient, failure to measure the required anatomical structures will result in a two-point reduction for every 3 occurrences. Method of Recording Errors on the Weekly Clinical Observation Form Under Sections a - d a. Review of Technique Guide Booklets for currency by Faculty and Teaching Technologists only will be recorded under Section I. D. 1 Obtains and Records Patient History. Maximum deduction is limited to -1 per week. b. Failure to use the Technique Guide when setting exposure factors will be recorded under Section I. C. 1 Technique Error. Maximum deduction is limited to -2 for every 3 occurrences. c. Failure to bring the Technique Guide to the clinical site will be recorded under Section I. D. 1 Obtains and Records Patient History. Maximum deduction is limited to -1 per occurrence/per day. In addition, if one does not bring their Technique Guide to clinic for an entire week, an additional point will be deducted under #1 above. However, deductions under this section will not be allowed in a double jeopardy standard to deduct points under # 2 above. d. Failure to measure the required anatomical structures will be recorded under Section I. C. 2 Part Measurement. A maximum of 1 error can be noted for each examination. Since it is the usual practice to double the ma.s. or similar practice for lateral projections, one is not required to measure the lateral aspect of a patient even though it would be desirable, e.g., one will be required to measure the PA/AP chest, but not the lateral. The same may be true for 71

72 lateral Lumbar, L-5-S-1 and lateral Thoracic spines. Failure to measure the required anatomical structures will result in a 2 point reduction for every 3 occurrences. 2. Collimation Although various clinical affiliates differ in terms of the amount of collimation required for various projections/ positions, students are required as a minimum to collimate to the size of the cassette employed for a specific exam/projection. Students will not be penalized if they do not collimate (close collimation) to an area/size smaller than the size of the cassette in use. Faculty members, as well as radiographers, may also have personal preferences relative to close collimation but again, students are required to collimate as a minimum to the size of the cassette in use and thus clinical grades cannot be adversely affected by the personal preferences of faculty or other radiographers. Since the advent of computed radiography (CR), the number of cassette sizes available has declined. Typically, one can expect to find 10 x 12 and 14 x 17 CR cassettes available. Students will be taught to use specific cassette sizes in RAD 307, 308, 309 and RAD 315. Therefore, regardless of the CR size cassette available, students will be expected to collimate to the size of the cassette as shown/taught in RAD 307, 308, 309 and 315. For example, if a given anatomical structure demonstrated in RAD 307 called for an 8 x 10 cassette/collimation, but the smallest size available in the clinic is a 10 x 12, the student will be expected to collimate to an 8 x 10. Failure to follow this policy will result in a three-point reduction per occurrence, which will be noted in the same manner as listed on the Tri-Semester Clinical Evaluation under Section II, Radiation Protection. O. Use of Lead Markers When working in the radiographic room with the radiographer, students must utilize their school issued lead markers to mark the radiograph if they are positioning the patient. Students are not permitted to utilize other markers nor are they permitted to allow someone else to use their markers while in the clinical affiliate. Students are not allowed to use school-issued markers in part-time employment. 72

73 P. Additional Clinical Instruction It is common for certain students to proceed through clinical education at a slower pace than their classmates. In such cases, clinical faculty will recommend to the student that he/she should schedule additional time in which the instructor and the student can engage in additional instruction. Students should look upon additional clinical instruction as a means in which to enhance their clinical abilities. Q. Clinical Competency Clinical competencies are designed to provide a means in which clinical instructors can assess the progress of a student's performance as well as to determine a student's readiness to participate in more advanced radiological procedures. The department utilizes seven types of competency forms located in Appendix D. The basic guidelines regarding clinical competencies are as follows: 1. No more than two duplicate successfully completed competencies can be performed in a given semester. 2. No more than four competencies can be performed on a particular body part during a student's total period of enrollment. 3. Each course in clinical education has its own individual course syllabi, and these syllabi specify which competencies a student may perform for a given semester. 4. Students must complete all of the mandatory patient care and positioning competencies, as well as 15 elective procedures. These are listed on the "ARRT Requirements for Clinical Competencies Completed Form" (see Appendix E). Students, however, are encouraged to complete all procedures listed on the form. First-year students are "limited" to completing the following positioning competencies during their initial year in the program: - Chest, abdomen, KUB, upper & lower extremities, and spines Note: First-year students who perform competencies other than those listed above will not be granted credit for the examination. 73

74 5. All syllabi contain a statement which indicates that students are only allowed to complete a specified number of competencies during their last week of a given semester (first-year students are allowed to complete only one competency during the last week and second-year students are allowed to complete six competencies during the last week.) 6. The Radiographic Competency Form depicted in Appendix D is the form most commonly employed in evaluating a student's competence in diagnostic radiographic procedures. A failed competency occurs when a student commits a major error or makes more than 3 errors on the attempted competency. Since this is based on a pass/fail system, the failed competency will result in an exam with errors on the weekly observation sheet. Note: A major error is defined as an instance where a student appears to have no sense of understanding regarding how to perform a procedure. This basic, yet broad definition will also include the following: o Inability to set up for a procedure o Inability to perform a given procedure o Incorrect central ray alignment/angle/centering o Improper selection of proper control panel selections, e.g. Fluoro selections, table vs. chest bucky selections (Does not include establishing simple technique.) o Failure to invert feet (AP pelvis, AP hip) o Failure to palpate symphysis pubis (KUB or Adbomen) o Incorrect direction of central ray angulation. o Incorrect degree of central ray angulation plus or -2 degrees o Failure to center the central ray or image receptor with the result of yielding an unacceptable image o Radiographing the wrong patient. o Radiographing the wrong part (Right or Left) or the wrong anatomical part. o Not adhering to universal precautions/osha guidelines (e.g. gloves, masks etc.) o Not providing patient assistance with lead shielding 74

75 NOTE: Major errors will not be noted until it is established that students have received proper didactic and laboratory instruction, and are properly acclimated to a given radiographic installation. The latter part of this statement is particularly important when students change clinical sites and/or radiographic rooms as part of the typical student rotation process. 7. Competencies represent a measure of one s obtainment/achievement of a specific clinical skill necessary to satisfactorily perform a specific radiographic examination within the clinical setting. Thus, the successful completion of a clinical competency indicates that a student can perform a given examination "fundamentally" in the same manner as an experienced radiographer absent any consideration for a student's present or past clinical experience. A competency is a form of a guarantee to all patients that a student is qualified to perform a given examination equivalent to the standard of care all patients have a right to expect. 8. The syllabi for each clinical education course will specify those radiographic examinations in which a student may perform a competency. The competency listings referred to here are determined in accordance with the policy that students must receive didactic and laboratory or clinical instruction regarding a particular anatomical part/radiographic procedure before they are allowed to perform a competency. 9. With the exception of surgical and portable bedside competency examinations, the supervision of all other competencies will be limited to program faculty and Teaching Technologists, and to a select number of adjunct clinical instructors identified at each clinical site. Surgical and portable bedside competency examinations will be supervised by radiographers assigned to these areas. Students must check with program faculty or Teaching Technologists for a listing of those adjunct clinical instructors who have been designated to perform clinical competencies. 10. Students may request that an instructor perform a competency examination on a particular body part if and only if that student has received formal instruction regarding that body part. The instructor has the authority to insist that a student perform a given competency at the discretion of the instructor providing the student has received formal instruction. In addition, an instructor has the authority to request that a student perform a given competency even though the student has previously performed the competency requested of 75

76 him/her. Second-year students may request that the instructor allow them to perform a surgery competency under a surgery technologist. If granted, a surgery competency form will be given to the technologist to evaluate the student during an O.R. exam. (See Appendix D.) 11. No credit will be given in instances where major errors occur during the course of performing a competency. R. Radiographic Equipment Manipulation Competency Form The Radiographic Equipment Manipulation Competency Form in appendix D can be performed on a student at any time during the twenty-four month program. Although this competency form was designed to measure a student's ability in manipulating radiographic equipment, the form may also be utilized as a method of determining a student's continued ability to perform equipment manipulation procedures. Two important points worthy of consideration regarding the Equipment Manipulation Competency Form are as follows: First, although several Equipment Manipulation Competencies may be performed during a given semester, a competency performed for the purpose of assessing one's ability to correctly manipulate radiographic equipment will not fulfill the minimum number of competencies required for a given semester. Second, the overall purpose of the Equipment Manipulation Competency Form is to allow the clinical instructor to periodically identify various strengths and weaknesses of a student regarding equipment manipulation skills thereby providing additional input with respect to the individual needs of a student. S. Fluorographic Equipment Manipulation Competency Form This competency form in appendix D is used for the same purpose as the preceding form. The only difference between the two forms is that this form involves the manipulation of fluorographic equipment. This form can only be applied during the Spring Semester of the student's first year. In addition to the aforementioned competencies, second year students must demonstrate proper venous puncture and intravenous injection technique. Competency in this area is typically achieved in RAD 304, Patient Care or in RAD 300, Clinical Education I. 76

77 T. Calculation of the Tri-Semester Clinical Evaluation Grade In order for the student to understand how their Tri-Semester Clinical Evaluation grade is determined an outline of the method for calculation is listed below : 1. The Tri-Semester Clinical Evaluation Form(TCEF) will consist of 100 points. Excluding the negative point reduction section on the last page, all other point reductions will be subtracted from a 100 point total. The negative point reduction section will also be subtracted from the 100 points possible. Absenteeism, etc, and film slide tests will be weighted and factored into the final grade. 2. When a student is judged to have committed a major error as identified above, a check mark will be recorded in the major error box on the TCEF in the appropriate area. A brief explanation will be recorded adjacent to the check mark. 3. Major errors will result in a (5) point reduction per occurrence. Given the negative impact upon one s grade, any student who does not receive a sufficient number of faculty or adjunct clinical instructor observation signatures will receive a 5 point addition to their over-all tri-semester evaluation. 4. While other errors will be noted as they have in the past, such errors will not result in point reductions (e.g., part measurement, markers etc.) unless they correspond to the following discussions under a and b below: (a) In the columns identified as Positioning on the Weekly Clinical Education Observation Form (WEOF) three (3) of same type positioning errors observed in an evaluation period will result in a 2 point reduction under Section B, Radiographic Positioning. Examples of same type positioning errors are as follows: 3 instances where a student fails to correctly position an AP ankle. 3 instances where a student fails to correctly position an oblique ankle. 3 instances where a student fails to correctly position a KB. 3 instances where a student fails to correctly position a lateral hand. 77

78 3 instances where a student fails to correctly position a Y view. 3 instances where a student fails to correctly position an AP forearm. 3 instances where a student fails to correctly position a pelvis. 3 instances where a student fails to correctly position a lateral c-spine. 78

79 Any single occurrence of the above examples, as well as numerous other possible examples, will result in a 2 point reduction if they occur during the same evaluation period. If two occurrences are observed (6 errors), then 4 points will be deducted under the section Radiographic Positioning. If three occurrences are observed (9 errors), then 6 points will be deducted, and so on. Same type positioning errors do not include : Errors in an AP, Lateral and oblique ankle, which = 0 point reduction. Errors in an AP pelvis, AP hip and lateral lumbar spine, which = 0 point reduction. (b) For all other errors (non-positioning errors, e.g. part measurement, technique, patient dress and other subsections), if the same error is noted (3) or more times in a given five week evaluation period, then 2 points will be subtracted from the 100 points possible. 5. For the vast majority of students, all non-major errors marks will simply be used as a guide in counseling students where improvement may be needed. 6. The radiation protection section and the professional expectations section will require the instructor to make assessments as before with the exception that grading will consist of 0 and minus point reductions as opposed to the solely positive point assessment. 7. Attendance policies, tardiness, and early departure will be treated according to the SRM policies noted under those headings. Summary to the Clinical Evaluation Process The evaluation process will consist of recording major and non-major errors, accessing radiation protection, professional expectations, positioning skills, equipment manipulation, patient care, radiographic procedure and integration and transfer of knowledge, and then subtracting point assessments from these sections along with attendance-related points, etc. 79

80 from the 100-point evaluation. The sum of these recording and observations will constitute one s final grade in clinical education. U. Competency Simulations The vast majority of radiographic competencies are performed on actual patients in the clinical setting under the direct supervision of faculty or their designees. However, some competencies may be performed under simulation conditions in accordance with the following definitions: First, a competency simulation involves essentially the demonstration of positioning skills and the establishment/setting of fundamental exposure factors on a volunteer patient with another student usually acting as the patient. Under such conditions, these competency simulations do not involve actual x- ray exposures. Second, competency simulations may also involve the use of an inanimate object (phantom patient) wherein actual x-ray exposures are made. Those studies in which competency simulations may be performed are listed below. Since competency simulations "could" be performed in one of two ways, one must understand which competencies require actual x-ray exposures and which ones do not. Adjacent to the examinations listed below, you will find either a patient phantom (PP) listing which means actual exposures are required, or the space adjacent to the exam will be blank indicating a simulation with a student patient and without an actual exposure. The competency areas available for simulation according to what has been discussed thus far are arranged according to major body structures and are listed as follows: Upper Extremity - Shoulder Girdle: A-C joints Scapula Clavicle Lower Extremity: Os Calcis Toes Patella Calvarium: Vertebral Column: S-I joints Sacrum Coccyx Bony Thorax: Ribs Sternum Trauma Exams: 80

81 Skull (PP) Facial Bones (PP) Cross-Table Lat. C-Spine Sinus (PP) Orbits (PP) Cross-Table Lat. Hip Mandible (PP) TMJ (PP) The absence of (PP) in various examinations listed above does not mean that one should not use the phantom patient and perform actual radiographs. In summary, students are not permitted to perform simulations of any kind on examinations/structures not listed above. To do otherwise is a violation of departmental policy and will result in the nullification of the competency. Thus, competency simulations may be performed in accordance with the above guidelines with the choice of exams limited to those listed above. V. Student Affiliate Assignment At the beginning of each semester, students are assigned to a particular clinical affiliate(s). Upon arriving to your clinical site, you will be provided with a Student Orientation to Clinical Facility form (see Appendix N). It is your responsibility to complete this form in a timely manner. All students should understand that at all times they are considered to be guests in any clinical affiliate and must, therefore, respect and adhere to additional policies and procedures adopted by a given clinical affiliate. As stated elsewhere, students must treat patients in a caring and respectful manner, which also includes maintaining respect for a patient s expectation for confidentiality. The importance of patient confidentiality is addressed in established policies promulgated in HIPPA publications, which are discussed in RAD Patient Care -. Students should also understand that even though you pay tuition for clinical education courses, tuition payments are not paid to clinical affiliates and, therefore, do not afford students special consideration when rotating through a given clinical affiliate. Remember, students are guests of the clinical affiliate in which they are assigned and are expected to conduct themselves accordingly. The affiliates to which students will be assigned are: University of South Alabama Medical Center (USAMC), Providence Hospital, USA Women and Children s Hospital, Mobile Infirmary Medical Center (MIMC), Springhill Medical Center (SMC), Thomas Hospital, Thomas Medical Center (TMC), North Baldwin Infirmary, Monroe County Hospital, Alabama Orthopedics, Health Services Foundation (HSF) and South Baldwin Regional Medical Center. 81

82 Once a student is assigned to a clinical affiliate, they will remain in the assigned affiliate for the duration of the semester, typically for fifteen weeks, unless the faculty agrees that a student should be either reassigned or assigned on a part-time basis to another clinical affiliate. Once a student is assigned to a clinical affiliate, clinical faculty will assign particular rooms in which that student will participate in clinical education. A student will not change their room assignment unless they have the consent of clinical faculty. Students leaving their assigned area will be subject to disciplinary actions (Part III, Section L). W. Clinical Instructor Affiliate Assignments Clinical faculty and Teaching Technologists employed by the Department of Radiologic Sciences are assigned to an affiliate or affiliates by the department chairperson. The instructor's responsibilities while in the affiliates are to observe and instruct students in the performance of diagnostic procedures and perform competency examinations. Clinical faculty and Teaching Technologists are also required to submit a biweekly progress report (Bi-Weekly Clinical Supervision Report - Appendix H) to the departmental chairperson. The progress report is intended to provide the chairperson with the instructors= opinions regarding student needs and solutions to those needs within the clinical setting. This report also documents an instructor s time commitment to students within the clinical setting. Students should note that clinical instructors are assigned to particular affiliates at the discretion of the department chairman, and therefore, the instructor may be on a slightly different time schedule than that of the student. X. Social Graces A number of social graces/manners are worthy of review so that each student understands what is expected of them in this area. 1. Students are to address faculty and other professional staff as Ms., Mr., Doctor, etc. 2. It is important to respect the privacy of others. Thus, one must: a. Knock on the door and await permission to enter. b. Other than an emergency, one should never interrupt, or attempt to listen to a private conversation. 82

83 c. Be considerate of other individuals when entering or exiting a doorway or elevator. Always allow an individual exiting a doorway or elevator to exit before attempting to enter. d. Be aware of cultural differences in verbal and nonverbal communication so as to not offend or be misunderstood. e. Always respect one's personal space by maintaining a short distance (3 feet or so) between oneself and another. f. Although humor can be an effective means of communication, it must be used with care. This is especially true when cultural or age differences exist. 3. Perception: Perception is the organization, identification, and interpretation of sensory information in order to represent and understand the environment.* Did you know that perception includes one s sense of sound, speech, touch, taste, vision and the social world that exists around you? Other senses enable perception of body balance, acceleration, gravity, position of body parts, temperature, pain, time, and perception of internal senses such as suffocation, gag reflex, intestinal distension, fullness of rectum and urinary bladder, and sensations felt in the throat and lungs. So, perception is a rather complex process and essentially involves one s entire being. So what does this have to do with a radiologic science student? Well, the short answer is everything you encounter in your day-to-day activities in the classroom, the clinic, including your association with those you encounter, will likely create a perception of you by others. That said, it is important for you to understand that perceptions right or wrong can last indefinitely, while coloring others impression of you as an individual. Our best advice regarding perception is to (1) think before you speak, (2) conduct yourself in a professional manner at all times and (3) always be mindful that your speech and/or actions can be insulting or hurtful to others. If you follow this advice, it is likely the perception of you by others will be positive or, at a minimum, neutral. Neutral is always preferred over negative. So, think about perception and how it can influence your personal and professional life, as well as your success in this program. *Schacter, Daniel (2011). Psychology. Worth Publishers. 83

84 Y. Student Employment In Hospitals or Medical Clinics Although it is permissible for students to be employed in hospitals or medical clinics, students should understand that such employment has no relationship to the clinical requirements or other expectations inherent in the twenty-four month program. Furthermore, while this program limits the combined number of clinical and didactic hours (classroom and lab) to no more than 40 hours per week, the time commitment is nonetheless substantial and, therefore, students are encouraged to keep this in mind when seeking part-time employment. Specifically, employment in the aforementioned sites has no bearing upon the following: Number of clinical hours required Number of clinical competencies required Length of program Course requirements Clinical affiliation contracts Student malpractice insurance Class and/or clinical schedules Class and/or lab attendance In summary, experience gained through employment in hospitals or medical clinics will not substitute for other programmatic requirements. In addition, students are not allowed to wear program radiation monitoring devices during part-time employment, nor are they allowed to wear program uniforms during working hours. Z. Recommendations For Prevention of HIV, HAV, HBV, Tuberculosis and Other Pathogen Transmission in the Health-Care Setting (OSHA Standards) As a supplement to in-class instruction about ways to minimize your risk of exposure to a bloodborne pathogen (BBP) or tuberculosis (TB), the Pat Capps Covey College of Allied Health Professions has prepared two training modules that must be completed annually by faculty, staff, and students who are at risk of exposure. As a student of this department, you will be required 84

85 to complete both of these modules annually since your assignments in the clinical setting increase your risk of exposure to BBP and TB. Human Immunodeficiency Virus, (HIV), the virus that causes Acquired Immunodeficiency Syndrome (AIDS), is transmitted through sexual contact and exposure to infected blood or blood components and prenatally from mother to neonate. HIV has been isolated from blood, semen, vaginal secretions, saliva, tears, breast milk, cerebrospinal fluid, amniotic fluid, and urine and is likely to be isolated from other body fluids, secretions, and excretions. Thus, this section emphasizes the need for healthcare workers to consider all patients as potentially infected with HIV and/or other bloodborne pathogens and to adhere to infection control precautions for minimizing the risk of exposure to blood and body fluids of all patients. This approach, referred to as Universal Blood and Body-Fluid Precautions or Universal Precaution, should be used in the care of all patients, especially including those in emergency-care settings in which the risk of blood exposure is increased and the infection status of the patient is usually unknown. 1. All health-care workers should routinely use appropriate precautions to prevent skin and mucous-membrane exposure when contact with blood or body fluids of any patient is anticipated. Gloves should be worn for touching blood and body fluid, mucous membranes, or non-intact skin of all patients; for handling items or surfaces soiled with blood or body fluids, and for performing venipuncture and other vascular access procedures. Gloves should be changed after contact with each patient. Masks and protective eye wear or face shields should be worn during procedures that are likely to generate droplets of blood or other body fluids to prevent exposure of mucous membranes of the mouth, nose, and eyes. Gowns or aprons should be worn during procedures that are likely to generate splashes of blood or other body fluids. 2. Hands and other skin surfaces should be washed immediately if contaminated with blood or body fluids. Hands should be washed immediately after removal of gloves. 85

86 3. Health-care workers should take precautions to prevent injuries caused by needles, scalpels, and other sharp instruments or devices during procedures; when cleaning used instruments; during disposal of used needles; and when handling sharp instruments after procedures. To prevent needle stick injuries, needles should not be (1) recapped, (2) purposely bent or broken by hand, (3) removed from disposable syringes, or otherwise manipulated by hand. 4. Health-care workers who have exudative or weeping dermatitis should refrain from all direct patient care and from handling patient-care equipment until the condition resolves. Implementation of universal blood and body fluid precautions for all patients eliminates the need for the use of the isolation category of "Blood and Body Fluid Precautions" for patients known or suspected to be infected with blood-borne pathogens. Precautions For Invasive Procedures An invasive procedure is defined as surgical entry into tissues, cavities, or organs, or repair of major traumatic injuries (1) in an operating or delivery room, emergency department, outpatient setting; (2) cardiac catheterization and angiographic procedures; (3) a vaginal or cesarean delivery, or (4) the manipulation, cutting, or removal of any oral or perioral tissues, including tooth structure, during which bleeding occurs. The Universal Blood and Body Fluid Precautions listed above should apply also in areas of invasive procedures. Precautions For Dentistry *(Panelipse Exams) Blood, saliva, and gingival fluid from all dental patients should be considered infective. Special emphasis should be placed on the following precautions for preventing transmission of blood-borne pathogens in dental practice in any institution. (1) In addition to wearing gloves for contact with oral mucous membranes of all patients, all dental workers should wear surgical masks and protective eyewear or chin-length plastic face shields during dental procedures in which splashing or spattering of blood, saliva,or gingival fluids is likely. 86

87 (2) Blood and saliva should be thoroughly cleaned from material that has been used in the mouth (bite guides). (3) Dental equipment and surfaces that are difficult to disinfect (light handles on x-ray tubes) and that may become contaminated should be wrapped with impervious-backed paper, aluminum foil, or plastic wrap. The coverings should be removed and discarded, and clean coverings should be put into place after use with each patient. Precautions For Laboratories *(Spinal Fluid) Blood and other body fluids from all patients should be considered infective. The Universal Blood and Body Fluid Precautions listed above should always be followed. The following recommendations are also recommended: (1) All specimens of blood and body fluids should be put in a wellconstructed container with a secure lid to prevent leaking during transport. Care should be taken when collecting each specimen to avoid contaminating the outside of the container and of the laboratory form accompanying the specimen. (2) All persons processing blood and body-fluid specimens (removing tops from vacuum tubes) should wear gloves. Gloves should be changed and hands washed after completion of specimen processing. (3) Laboratory work surfaces (table tops) should be decontaminated with an appropriate germicide after a spill of blood or body fluids after work activities are completed. Housekeeping Environmental surfaces such as walls, floors, and other surfaces are not associated with transmission of infections to patients or health-care workers. Therefore, extraordinary attempts to disinfect or sterilize these environmental surfaces are not necessary. However, cleaning and removal of soil should be done routinely. Cleaning And Decontaminating Spills Of Blood Or Other Body Fluids Chemical germicides that are approved for use as "Hospital Disinfectants" and are tuberculocidal when used at recommended dilutions can be used to decontaminate spills of blood and other body fluids. 87

88 As you will learn in RAD 304, Patient Care, disinfectants should never be applied on a patient (skin or elsewhere). Antiseptics, on the other hand may be applied directly on the patient (e.g., alcohol wipes). Many disinfectants can be considered to be chemically hazardous, so be particularly careful in dandling such chemicals in such a way as to protect your eyes from splash and avoid prolonged breathing of rapidly evaporating disinfectants. Always wear gloves when mixing disinfectants which require dilution, and pay close attention to the manufacturer s recommended dilution ratio. If you must use a mop or similar device to clean up a spill, be sure to contact Housekeeping and request a caution sign, if the spill occurs in an area where unsuspecting workers, patient, etc. will be walking. Laundry Although soiled linen has been identified as a source of large numbers of certain pathogenic microorganisms, the risk of actual disease transmission is negligible. Soiled linen should be handled as little as possible and with minimum agitation to prevent gross microbial contamination of the air and of persons handling the linen. All soiled linen should be bagged at the location where it was used; it should not be sorted or rinsed in patient-care areas. Linen soiled with blood or body fluids should be placed and transported in bags that prevent leakage. Accidental Needle Stick and Body Fluid Splash Policy 1. If a needle stick or bodily fluid splash occurs, you must notify the Department of Radiologic Sciences immediately after you have taken the necessary initial precautions, such as washing the affected area in large amounts of soap and water ( ). 2. If the exposure involves a needle stick, we recommend you request that an additional blood sample be taken from the patient involved for testing purposes. 3. After contacting the Department, you are strongly advised to report to the University of South Alabama Medical Emergency Room and enter the University s Post Exposure Follow-Up Program (PEP). While enrollment is voluntary, we once again encourage you to enter the program. You will need proper identification, as well as your personal insurance card. 88

89 4. Upon arrival at USAMC ER, identify yourself to the on-call ID Specialist as a USA Allied Health Student with a training-incurred potential HIV exposure. The on-call USAMC ID Specialist can order an exposure prophylaxis kit, which provides a 72-hour regimen of antiretroviral drugs. Understand that a delay of more than four hours may increase your chance of incurring an infectious disease. 5. Should an exposure occur after hours, call the USAMC operator at (251) Identify yourself, your location, and phone number that you can be immediately reached by ID personnel. 6. The above information is also outlined on the POST EXPOSURE PROPHYLAXIS CARD (PEP) given to each student during department orientation. This card should be available at all times when in the clinical setting. Part IV. Radiation Protection, Health, and Safety Policies for Patients, Faculty, Teaching Technologists and Students It has long been established that exposure to ionizing radiation, such as x- rays, gamma rays, beta and alpha particles, have the potential of producing harmful effects in human beings. Potential harmful effects include lifeshortening carcinogenic promotion, birth defects, cataracts and skin lesions. The dosage necessary to produce any of these and other effects may vary from one person to the next (threshold dose, i.e., amount of ionizing radiation necessary to yield/produce a biologic change). The absolute need to reduce exposure rates/dosage has led to the development of the following policies, which are intended to reduce the chances of producing harmful effects in patients, and in those who work with and/or administer ionizing radiation. These policies are applicable to the clinical setting and to the energized laboratories where appropriate. The policies and procedures are as follows: Radiation Monitoring All faculty and students are required to wear radiation monitoring devices at all times in the clinical affiliates and in radiographic positioning labs (x-ray energized labs). The departmental secretary will notify students via when new monitoring devices arrive. Students are expected to exchange their expired radiation monitoring devices within one week following this notification. 89

90 Radiation monitoring devices are to be attached to the collar. In cases of declared pregnancy, two radiation monitoring devices must be worn: one attached to the collar area and the other attached at the waistline. Pregnant students should consult the SRM for regulations concerning options regarding pregnancy. During fluoroscopy procedures, lead aprons must be worn, and the radiation monitoring device attached to the collar must be worn outside the apron. When pregnant and performing fluoroscopy, the radiation monitoring device worn at the waistline shall remain behind/inside the PB apron. Guidelines for Students employed in a Department of Radiology 1. Students employed in a radiography department Will wear the radiation monitoring device supplied by the Department of Radiologic Sciences during scheduled clinical days, but are not allowed to wear the same badge while working as a student radiographer. Instead, these students must wear a different radiation monitoring device supplied by the institution in which they are employed. 2. Students employed as part-time student-radiographers will exchange the radiation monitoring devices supplied by the Department of Radiologic Sciences every month. Guidelines for Students NOT employed in a Department of Radiology Students not employed by a radiology department will exchange their radiation monitoring devices on a quarterly basis. Radiation Exposure Reports 1. All radiation exposure reports are posted for review adjacent to the student bulletin board according to a specific radiation monitoring device number assigned to the student. The individual monitoring number is located on the back of the film located in the plastic film badge holder. No one has access to this number except the student, radiation safety officer and faculty. The departmental secretary will notify students via when new radiation exposure reports are received and posted. 90

91 Notifications regarding radiation exposure reports will require a delivery receipt response from each student. 2. Permanent radiation exposure reports are maintained in the office of the University Radiation Safety Officer. 3. The University Radiation Safety Officer is responsible for monitoring and maintaining appropriate radiation safety practices and standards in accordance with applicable State and Federal regulatory agencies, e.g., Alabama Department of Health, Division of Radiological Health, and the Federal Nuclear Regulatory Commission. 4. Should an individual receive an overexposure on a month/quarterly report, the individual in question and the Department of Radiologic Sciences will be notified by the office of the University Radiation Safety Officer. Determinations regarding the cause(s) of the overexposure will be jointly made by the aforementioned parties. The department follows the guidelines below as recommended by the USA Radiation Safety Officer relative to monitoring radiation safety practices for students and employees: The ALARA Level 1 trigger limit is 125 mrem per quarter. While this reading calls our attention to a given student/employee, we watch the individual's dose like everyone else. Other than an informal discussion with the student/employee by faculty, no formal action is taken. The ALARA Level 2 trigger is 375 mrem per quarter. This reading requires a formal investigation, and a written report (including a statement from the participant). Among other procedures, a major part of the formal investigation addresses the cause, individual radiation protection practices, and continued close monitoring. The application of appropriate radiation practices is expected from all students and employees. 5. To transfer records of radiation exposure to another institution, one should contact the office of the University Radiation Safety Officer. 91

92 6. Concerns regarding radiation safety and associated health practices should be directed to the University Radiation Safety Officer (campus phone number: ) or to program faculty. Fluoroscopy and Radiographic Procedures When performing x-ray procedures, and particularly fluoroscopy, one should be conscious of the now age-old practice of observing Time, Distance and Shielding. With this thought in mind, one should: 1. Reduce the amount of time they are physically in the radiographic room, i.e., stand behind the Pb shielded booth. 2. If you must remain in the room, step back from the table as often as possible and if possible, stand behind the radiologist and/or a portion of the machine hardware. One must wear a Pb apron at all times when involved in fluoroscopic procedures. 3. Wear Pb gloves whenever necessary. 4. If a cassette or patient must be held, attempt to use auxiliary support devices, e.g., Pigg-o-stats, sandbags, straps, support sponges, cassette holders, etc. If this approach is not possible, one must wear a Pb apron and Pb gloves. It is important to note that no one is to be subjected to routine use as a human holder. Moreover, if at all possible, non-radiation workers or non-pregnant individuals accompanying the patient should assist whenever auxiliary support devices are not applicable and they also must be provided with Pb aprons and Pb gloves and afforded the same protection where possible as radiation workers. 5. Always attempt to remain outside/away from the primary beam, i.e., at right angles to the primary beam. 6. Always remember to afford yourself and the patient the same protection as you would a loaded cassette. 7. When formulating exposure factors, be constantly mindful of the ALARA concept. This is particularly true as we move more toward implementation of CR and DR where the sometimes prevailing thinking is one set of technical factors fits all. Students are expected to recognize the absurdity of this sort of thinking, and continue to establish exposure factors based on the patient s measurement (size), tissue consistency, SID considerations, patient age, pathology, area to be radiographed and all of the factors that affect contrast, density, detail, distortion and magnification. Remember, CR and DR does not mean that one does not have to think! In fact, CR and DR and other future technological advances should mean just the opposite. 92

93 Portable/Bedside Radiography 1. Always wear Pb aprons. Pb gloves should also be worn where appropriate. 2. Stand behind the portable unit where possible. 3. Always use the six-foot exposure cord to its maximum length (Distance). 4. Never leave the portable unit in a patient=s room if it poses potential harm to the patient. Also, never leave the tube arm suspended above the patient when you leave the room. 5. Never place exposed or unexposed cassettes on the floor (potential spread of microorganisms) and employ plastic cassette coverings in isolation cases. 6. Always make sure that you are not subjected to an excessive amount of routine assignments to portable radiography. Students should consult with clinical instructors and check the portable assignments developed by clinical instructors. 7. Always ask patient visitors to leave the patient=s room. 8. If radiographs are to be taken in a large area such as SICU, announce to all personnel in the room that you are preparing to make an exposure. Be prepared to offer shielding to those that must remain. 9. If a patient has received recent radiographs, check the patient=s folder or elsewhere for previous exposure factors. If none are present, record your exposure factors where they will be available to the next radiographer/student. Additional Guidelines for Equipment and Accessory Utilization, Exposure Factor Considerations and Other Safety Precautions Statement: Proper utilization of radiographic equipment and accessory equipment along with proper exposure factor considerations often fulfill two important objectives. First, it promotes longevity of expensive equipment while reducing maintenance costs and, second, it plays an important role in reducing radiation exposure to both the patient and radiographer. The following guidelines are intended to be observed and practiced by faculty, Teaching Technologists and students to fulfill these objectives. Note: Students will be evaluated on most, if not all of the guidelines listed below during Tri-Semester Clinical Evaluations, Radiographic Competencies, Film Slide Tests and on written/laboratory tests in specific didactic courses, e.g., Rad 304, 307, 308, 309, 310, 312, 315, 318, 335,

94 1. Collimation: Always collimate to the size of the cassette. In the case of CR systems, the correct amount of collimation is determined by information presented in RAD 307, 308, 309 and Use exposure factors that require the lowest mas possible and avoid repeats. Always rely on well-grounded exposure rules (30% mas, 20% kvp) when repeating radiographs. Students should consult the clinical course syllabus or the SRM for departmental regulations concerning Direct and Indirect Supervision whenever radiographs are to be repeated. 3. Provide Pb shielding to those areas not of radiographic interest. 4. Must consult a reliable technique guide. 5. Must Measure patients in accordance with the requirements set forth in the SRM. 6. Employ accepted positioning strategies, and employ correct centering of the central ray. 7. Use grids when appropriate, i.e., when the part is 12 cm or greater and is not air-contained. 8. Attempt to apply standard SID s. 9. Be mindful of the necessity of demonstrating air-fluid levels when aligning the central ray. 10. Tube warm-up procedures. 11. Tube rating charts. 12. Appropriate focal spot settings. 13. Pediatric exposure factors. 14. Use positions that reduce exposure to the patient, e.g., PA skull < exposure to the lens of the eye than AP, PA scoliosis series < exposure to breasts and ovaries than an AP. However, these observations have limitations and must be weighed against other factors such as the effect upon magnification. 15. Appropriate use of tube movement and tube locks. 94

95 16. Stock and prepare the radiographic room before patient entry. 17. Maintain patient privacy. 18. Maintain cleanliness of all radiographic equipment. 19. Maintain readiness to attend to the needs of the patient. Never leave a patient unattended. 20. Know the location and expected content of the crash cart. 21. Employ appropriate body mechanics when lifting or moving patients. 22. Limit the length of exposure time. 23. Assure correct dosage, type, concentration and temperature of all contrast media. 24. Maintain universal precautions to prevent spread of pathogens, e.g., E-Coli, HIV, HAD, HB., etc. (See Section W - OSHA Standards.) 25. Precise pre- and post-patient instructions. 26. Employ appropriate kvp levels for specific contrast media. 27. Proper external tube filtration. 28. Where possible, select the lowest grid ratio and employ correct grid conversion factors (Original mas x NG OG) 29. With resolution concerns versus radiation sparing effects in mind, attempt to select the highest speed screen available. 30. Use AEC devices correctly, paying particular attention to correct centering of anatomical parts over ion chambers, and use density controls (-1, -2, 0, +1, +2) to control density. Do not adjust kvp to control density when using an AEC device, unless effective kvp is called into question. 31. When necessary, be prepared to explain to patients and/or their relatives the risks versus the benefits of radiographic examinations. 95

96 32. Be familiar with and, when required and/or in the absence of, practice the following QA measures: 1. ma linearity tests. 2. Timer linearity tests. 3. Kvp calibration checks. 4. Light field-beam congruency tests. 5. Source-to-skin distance (fixed fluoroscopy units = 38 cm; mobile fluoroscopy units = 30 cm). 6. Radiation shielding tests: Pb gloves, aprons, Pb blockers. 7. SID indicator check. 8. Film processor quality control (time, temperature, immersion time, replenishment, cleanliness, film sensitometry check). 9. Darkroom light-leak test. 10. Screen cleaning and poor screen-film contact check. 33. Report actual and suspected equipment malfunctions. 34. Inquire regarding the pregnancy status of all female patients verbally or through written consent forms. 35. Regardless of age, gauge/assess the patient s ability and/or willingness to: cooperate, hold breath, remain motionless, follow instructions (hearing and seeing), walk, assume and hold body positions. 36. Use effective and professional communication skills. 37. Maintain professional rapport and demeanor. 38. Appropriate care and utilization of radiographic equipment and accessories. 39. Maintain exposures as low as reasonably achievable (ALARA). 40. Use correct image markers. 41. Change linen between patients. 42. Check patient armbands and/or be careful in identifying outpatients. 43. Understand your responsibility to review the Notice to Employees posted near radiographic installations. 96

97 44. Return aprons and gloves to apron racks, making sure that aprons are draped around the apron holder and not suspended by the apron arm slots. ENERGIZED LABS 1. For instructional and testing purposes, the energized labs will be utilized in two modes. In one mode, the energized labs will employ radiation to yield actual images of phantom patients and other test devices. This is referred to as the exposure mode. The labs will also be used in a different mode referred to as the simulation mode. The simulation mode simply means x-rays will not be employed, and images will not be produced. The simulation mode represents a major part of the time used in the energized labs during positioning courses. 2. Regardless of the mode employed, students will not be admitted to the energized lab without their dosimeters. 3. When the exposure mode is employed, all of the previously listed policies and procedures that one may typically associate with Clinical Education, which involves actual patient procedures are observed. 4. The statement above (#3) is not meant to suggest that fundamental procedures such as the use of lead blocking, setting minimum exposure factors, etc. should be ignored. In fact, measuring, accurate placement of lead blocking, collimation, etc. should be practiced during the simulation mode as these and other radiation safety practices will be observed and graded during laboratory practicals. After all, positioning classes are intended to not only teach correct positioning, but they are also intended to promote and reenforce the ALARA concept, and other attending practices relative to radiation safety and image quality. However, the focus/objective of the simulation mode is learning and applying correct positioning. So, faculty recognize that some latitude must exist to allow students to remain focused on the objective a sort of crawl before you walk approach. Students will, however, be reminded throughout simulation demonstrations of the need to employ appropriate radiation sparring procedures. 97

98 5. Regardless of the mode being applied, students are not allowed to use energized labs without the presence of faculty or a registered radiographer. 6. While note-taking is encouraged, outside reading assignments and the like are not productive in lab practice sessions. Use the labs to practice positioning and to carry out other related assignments, which require use of the lab. Reading assignments and studying in general should be reserved for times one is not in the energized labs. 7. During simulation and exposure modes, actively participate. Energized labs are intended for hands-on experience. You will gain far less simply by watching others perform positions. 8. You are encouraged to attend all supplementary lab meetings. They are held for your benefit. 9. Students are reminded that radiographic equipment has a degree of fragility, and is expensive to acquire and repair. Students are expected to use the energize labs with the same degree of respect and carefulness as they do in the clinical setting. Mistreatment of equipment is dealt with in the same manner as in the clinical setting, which is suspension. 10. Phantom patients and other testing devices are also fragile and expensive. Our expectations in the use of these devices is the same as those expressed above. 11. While the energized labs are not situated in the clinical setting, students are expected to conduct themselves in a professional manner. Inappropriate behavioral-related problems will not be tolerated. 12. As in the clinical setting, food and drink are not permitted in the x-ray rooms. 13. As one leaves the energized lab, one is expected to return the room to its previous state of arrangement and turn the x-ray unit off. 14. Remember, the presence of an energized lab allows you to become a professional radiographer. Be in attendance and practice, practice, practice. 98

99 MAGNETIC RESONANCE IMAGING (MRI) SAFETY PRACTICE POLICIES: You may never develop an interest in MRI. However, during your radiography clinical rotations, it is possible that you may be required to visit the MRI area for any number of reasons. Thus, it is important that you understand some of the basic principles underlying MRI safety. Although MRI does not employ ionizing radiation, it nonetheless has the potential to cause harm to students, technologists, other staff personnel and visitors who accompany patients. Therefore, there are fundamental safety considerations one must observe when entering the MRI area. MRI safety practices re divided into two parts of instruction. A brief outline of part one is offered in the following: a. Entering junior students will review a CD and attend a lecture regarding basic MRI safety. An overview of the content of these presentations will address the following areas regarding common MRI safety issues and concerns: 1. Environmental considerations 2. Magnetic field impact 3. Radio frequency (RF field impact) 4. Magnetic field warnings; safety zones 5. Pregnancy: technologist and patient 6. Screening of individuals entering the magnetic field (screening forms) 7. Identification of risk factors: i. Ferromagnetic devices (wheelchairs, O2 tanks, IV poles, etc.) ii. RF field iii. Effect on biomedical implanted devices, credit cards, electronic devices, etc. iv. Biological effects (SAR) v. Sedation issues and use of monitoring devices vi. Importance of in-service education of staff/ancillary personnel 99

100 b. The second part of MRI safety practices is limited to students who select MRI as an advanced imaging modality during their senior year. Specific information regarding safety practices and related policies can be found in the syllabi of the following courses: 1. RAD 468 MRI (I) 2. RAD 469 MRI (II) Part V. ADDITIONAL ACADEMIC POLICIES This section contains departmental policies which pertain to purely academic matters, i.e., classroom and laboratory-related courses. Regardless of various policies listed below, this section does not supersede individual course regulations as set forth in the syllabus of individual courses. Rather, this section merely serves as a general supplement to the overall program relative to academic matters. POLICY STATEMENT LISTINGS: 1. Drug and alcohol policy: See University Bulletin, The Lowdown and the Department Student Reference Manual 2. Student conduct in the classroom and laboratory: Simply stated, students are expected to conduct themselves as ladies and gentleman. Further discussion on this matter is found in the University Bulletin and The Lowdown: Code of Student Conduct. 3. Academic Misconduct (Plagiarism and Cheating): Instances of academic misconduct will follow the procedures and time lines set forth in The Lowdown. 4. Maintenance of Minimum Grade Level C As noted previously under Promotion Policies (Part II, Section B), students receiving less than a C in a professional course will not be allowed to proceed in the program. This policy applies to didactic and clinical courses alike. Students falling under this policy may, however, apply for reinstatement. It is again noted that unless special circumstances exist, once a student is granted reinstatement further academic failure will result in said student being ineligible for a third reinstatement. 100

101 5. Cell phones are not permitted to be used as calculators in all didactic and clinical courses. 6. All policies contained in this manual are subject to change and revision by Department Faculty with notification. Policies set forth in the SRM are not intended to supersede established College and University policies. Part VI. Hold Harmless Provision A legal contract is generally defined as an agreement between two or more parties/entities that specifies what each party/entity agrees to do for the other or provide to the other. As you know, contracts are enforceable by law. Contracts contain clauses/provisions which are essentially sub-parts/elements that comprise the entire contact. While these terms are often used interchangeably, there is a legal difference in the definition between the terms clause and provision. However, statements included here will not attempt to differentiate between the two, since the focus of Part VI is not intended to be a discourse on contract law. Thus for the intended purpose of Part VI, the term provision will be used to explain the Department s understanding and expectations of all concerned regarding two elements often found in contract law referred to as a Hold Harmless and Indemnity Provisions. All of the Department s affiliation contracts with hospitals and or medical clinics where the clinical portion of your curriculum will occur contain the following provision: To the extent permitted by law, University shall defend, indemnify, and hold Hospital, its officers, and employees, and agents harmless from and against any and all liability, loss, expense, or claims for injury or damages arising out of the performance of this Agreement by the University, its officers, employees, or agents, or the students under the University s supervision, but not to the extent that such liability, loss, expense, or claim for injury or damage is caused solely by the negligence or willful misconduct of Hospital, its officers, employees, or agents. Two terms identified in bold print in the above provision are indemnify and hold harmless. These terms are defined as follows: Hold Harmless: A "hold harmless" provision in a contract is an agreement between the parties whereby one or both parties agree not to hold the other party responsible for any loss, damage, or legal liability that may arise under the agreement. In other words, the two parties cannot sue each other for any damage they may suffer due to the negligence of the other party 1. Indemnify: An indemnity clause/provision is a promise to protect or hold another party harmless against either an existing or future loss or liability. Indemnity provisions may 101

102 include both the duty to indemnify and the duty to defend. Indemnity agreements may also be used to exculpate (excuse, forgive) a person or entity from the consequences of its own actions such as when a party holds the other contracting party harmless even if the damage resulted from the negligence of the party being indemnified. For example, Party A who has agreed to indemnify Party B may be forced to pay damages resulting from an event caused entirely by the negligence of Party B 2. As an entering junior student, you may well ask, What does this have to do with me? A closer reading of the contract provision and the legal terms defined apply to occurrences or situations that could occur during the course of a student s clinical rotation. For example, a patient falls or receives an improper injection while under your care. These examples would likely be defined as negligence, and you, the student, would be protected under the Department s contract provision, as well as under your liability insurance that is currently provided by the University. However, should an issue such as stealing drugs or willfully causing harm to patients, staff or equipment occur, you would not be protected as such acts are considered criminal/illegal. In such instances, the University, Departmental faculty or the clinical site will not be held responsible for your actions. In short, the Hold Harmless Provision does not apply to illegal/criminal acts. 1 Hold Harmless & Indemnify - from Davis- Stirling.com by Adams Kessler PLC. 2 Texas Indemnity - Funderburk Funderburk Courtois, LLP 102

103 APPENDICES 103

104 APPENDIX A JRCERT STANDARDS FOR AN ACCREDITED EDUCATIONAL PROGRAM IN RADIOLOGIC SCIENCES

105 APPENDIX B CLINICAL SYLLABI

106 UNIVERSITY OF SOUTH ALABAMA PAT CAPPS COVEY COLLEGE OF ALLIED HEALTH PROFESSIONS DEPARTMENT OF RADIOLOGIC SCIENCES COURSE SYLLABUS RAD 300 CLINICAL EDUCATION I FALL SEMESTER TERM LENGTH: 15 WEEKS CO-REQUISITES: RAD 304, RAD 307, RAD 310 and RAD 312 INSTRUCTORS/ TEACHING TECHNOLOGISTS: Cleveland, Cooper, Davis, Blow, Jalkh, Smith With the exception of inherent procedural and/or positioning variations existing between one clinical site and another, students are expected to apply those principles presented in programmatic-related courses, e.g., RAD 312, 307, etc. Thus, your grade in clinical education will not be negatively affected when you apply the principles and procedures presented in program courses, even though they may be contrary to the practices of other radiographers, or the protocol adopted by the clinical affiliate. Students should consult with their on-site clinical instructor for further clarification regarding this policy. CONTACT INFORMATION: Jalkh: Cooper: Smith: Davis: Cleveland: Blow: ; - cjalkh@southalabama.edu ; - ccooper@southalabama.edu ; e mail dasmith@southalabama.edu ; tdavis@southalabama.edu ; e mail - dcleveland@southalabama.edu ; blow@southalabama.edu OFFICE HOURS: COURSE DESCRIPTION: STUDENTS WITH DISABILITIES: TBA and by appointment RAD 300 Clinical Education I Hospital-based laboratory allowing the student additional clinical experience in RAD 304, RAD 307 and RAD 312. In accordance with the Americans with Disabilities Act, students with bona fide disabilities will be afforded reasonable accommodations. The Office of Special Student Services will certify a disability and advise 106

107 faculty members of reasonable accommodations. If you have a specific disability that qualifies you for academic accommodations, please notify the instructor/professor and provide certification from Special Student Services. OSSS is located at 5828 Old Shell Rd, ( ). TEXT: Merrill s Atlas of Radiographic Positioning & Procedures, 12 th ed., Eugene Frank, et.al., Units 1-3. Department of Radiologic Sciences Student Reference Manual. (SRM) Note: The Course Syllabus may be modified or assignments may be changed with verbal and written notification. Note: As a health-care professional, the palpation of specific anatomical structures (symphysis pubis, hip, xiphoid process, rib surfaces, etc.) is required to produce quality radiographic images. However, if you have a personal objection to palpating these and other similarly located anatomical structures in the positioning laboratory, consult with the designated instructor(s). However, all students are expected to palpate what personally may be considered highly personal/privately situated/located anatomical structures in the clinical setting. COURSE OBJECTIVES I. Student Reference Manual (SRM): The student should become familiar with: A. Departmental organization and objectives. B. Departmental policies pertaining to student affairs. C. Clinical Education. II. department. III. The student will become familiar with: A. Radiographic terminology. B. Radiographic equipment. C. To familiarize the student with image receptors, intensifying screens, and grids. D. To demonstrate proper radiation safety practices. E. To demonstrate radiographic procedures performed within the F. To demonstrate radiographic procedures performed with portable units. In the clinical setting, the student will become familiar with and be able to identify the following: 107

108 1. Radiographic Equipment a. Main Power Switch b. Generator Power Switch c. kv Selector d. ma Selector e. Exposure Time Selector f. ma Meter g. Rotor Prep Switch h. Exposure Switch i. Table Locks/Controls j. Tube Locks k. PBL Override l. SID Indicator m. Field Size: SID Indicator n. Bucky Tray/Grid 2. Discuss tube warm-up procedure. 3. Demonstrate: a. Proficiency in Power Turn-on b. kvp, ma, and Time selection c. Rotor Prep d. Exposure e. Table and Tube Locks/Control Manipulation f. Collimator Manipulation IV. For all radiographic examinations, each student will be able to: A. Select the proper cassette size. B. Center the tube to the IR. C. Measure the patient with calipers. D. Correctly identify the image with "R" or "L" markers. E. Position the part correctly. F. Collimate to size of the part or IR. G. Follow instructions for setting MAS and KVP on the control panel. H. Correctly identify the patient by checking in-patient armbands or asking an outpatient's address. I. Give appropriate instructions to the patient. J. Assist the patient to and from wheelchair or stretcher to radiographic table. K. Give proper breathing instructions. L. Correctly use the rotor and exposure switch. M. Maneuver the x-ray tube in the presence of the patient. 108

109 N. Follow instructions outlined on the radiographic examination requisition form. O. Correctly operate the CR reader. P. Properly expose patient identification information on the image. Q. Acquire patient history and record specific problems or areas of injury using positional terminology and anatomic landmarks on the requisition. R. Discriminate between acceptable images and unacceptable images due to improper use of exposure factors, poor positioning improper use of radiographic equipment. S. Evaluate images as to proper contrast, density, detail, and distortion. Also, to recognize the difference in fog, artifacts, and grid applications. T. Practice ALARA Standards. V. Department Functions: Under direct supervision each student will be able to: A. Assist with the transportation of patients to and from Radiology Department without injury to the patient or self. B. Locate the areas designated for storage of linen, bed pans, emesis basins, and emergency drugs; to become familiar with their placement in order to secure them under emergency situations. C. Assist with the maintenance of a clean and organized radiographic room (e.g., folding and replenishing supplies, cleaning tables, dusting, and review emergency drugs). D. Assist with preparation of patients for fluoroscopic examinations. VI. Radiation Protection: Each student will be able to demonstrate basic radiation protection by: A. Coning or collimating to part or image receptor. B. Using gonadal shields in instances where the shield will not obscure the anatomy in question. C. Keeping doors closed. D. Always wearing lead aprons while assisting with portable radiography. E. Maintaining as great a distance as possible from radiation source. F. Always wearing dosimeter. G. Following proper instructions when selecting exposure factors. H. Practice ALARA standards. VII. Attitudes and Motivation: 109

110 In order to show a favorable attitude toward their work, patients, fellow students, faculty, and clinical radiographers, each student will be able to: A. Address patients in a professional manner. B. Provide patient assistance. C. Respect patient privacy. D. Ask questions regarding clinical history or other technical considerations which are relevant to the patient's exam. E. Establish and maintain rapport with radiographers, staff, and supervisors. F. Demonstrate initiative in attempting new and complex examinations with the assistance of experienced radiographers. G. Complete goals and objectives established for clinical education. H. Accept guidance and suggestions from radiographers in a constructive manner. I. Behave in a professional manner. J. Demonstrate adaptability with new situations. K. Practice skills previously learned. L. Remain in assigned area. M. Adhere to the Department of Radiologic Sciences Rules and Regulations and those policies and procedures established by the clinical sites. N. Control emotional feelings. O. Focus on becoming a health-care professional. 110

111 CLINICAL ROTATION OBJECTIVES During the clinical rotation each student will rotate through the radiology department, transportation area, and phlebotomy. In addition to objectives already stated, the student will become familiar with the daily operations of a radiology department and will meet the following objectives: CR Reader A. Assist and observe the proper method of operating the CR reader. B. Observe and perform the proper method of image identification. C. Utilize basic post processing tools to include annotation and window/level. Patient Transportation A. Assist with the transportation of: 1. wheelchair patients. 2. stretcher patients. 3. patients with IV medications. 4. patients on backboards. 5. emergency room patients. OBJECTIVES FOR PHLEBOTOMY ROTATION A. Address patient in a professional manner. B. Provide patient assistance. C. Respect patient privacy. D. Assist with replenishing supplies and keeping a clean, organized area. E. Act in a professional manner. F. Accept guidance and instruction in a constructive manner. G. Remain with designated individual on assigned area. H. Practice universal precautions as previously learned, and any others designated at rotation site. I. Respect patient confidentiality. J. Be able to perform a phlebotomy competency: 1. Apply tourniquet properly. 2. Have all necessary supplies available. 3. Use antiseptic techniques as designated. 4. Be able to enter vein and draw blood correctly. 5. Release tourniquet properly. 6. Accept all instruction and guidance in a constructive manner. 111

112 METHOD OF EVALUATION: Grades will be derived from two written tests, clinical practical examinations, and two clinical evaluations. 40% = Written evaluations 30% = Clinical practical examinations 30% = Clinical evaluations There will be two written examinations that will cover material presented in classroom lectures/laboratory, SRM, and clinical rotations. There will be 2 clinical practicals that will test areas of radiographic equipment manipulation. Clinical grades will be derived from a combination of written tests, clinical evaluations, and clinical practicals (see above). MAKE-UP EXAMS Make-up exams are granted for medical and/or personal matters, but require the permission of the Instructor of the course. Also note, cellular phones are not permitted to be used as calculators in this course. LATE ASSIGNMENTS: N/A FINAL GRADING SCALE: A B C D 0 59 F ATTENDANCE: and early departure. Refer to the Student Reference Manual regarding attendance, tardiness, ACADEMIC DISRUPTION The University of South Alabama respects the right of instructors to teach and students to learn. Maintenance of these rights requires an academic environment that does not impede their exercise. To ensure these rights, faculty and staff members have the responsibility: 1. To establish and implement academic standards. 2. To establish and enforce reasonable behavior standards in each academic setting. 3. To document and report incidents of academic disruption. 112

113 4. To refer for disciplinary action those students whose behavior may be judged to be disruptive under the Code of Student Conduct (refer to USA policies in the student handbook The Lowdown for specifics). Note: Students have the right to appeal decisions that are adverse to their academic standing. STUDENT ACADEMIC CONDUCT POLICY The University strives to maintain the highest standards of academic integrity. Students and faculty are expected to exhibit honesty and competence in academic work. This responsibility can be met only through earnest and continuing effort on the part of all students and faculty. Any dishonesty related to academic work or records constitutes academic misconduct. Examples of academic misconduct include: 1. Giving or receiving unauthorized aid in tests and examinations. 2. Improperly obtaining a copy of an examination. 3. Plagiarism. 4. Misrepresentation of information. 5. Altering transcripts or University records. 6. Students should refer to student handbook (Lowdown) for specifics regarding the Academic Conduct Policy, including committees, procedures and levels of misconduct. Note: Students have the right to appeal decisions that are adverse to their academic standing. CHANGES IN COURSE REQUIREMENTS Since all classes do not progress at the same rate, the instructor/professor may wish to modify the above requirements or their timing as circumstances dictate. For example, the instructor may wish to change the number and frequency of exams, or the number or sequence of assignments. However, the students must be given adequate notification. Moreover, there may be non-typical classes for which these requirements are not strictly applicable in each instance and may need modification. If such modification is needed, it must be in writing and conform to the spirit of this policy statement. COURSE INSTRUCTOR and CLINICAL AFFLIATE RATING At the conclusion of this course, you will be requested to complete a course instructor and clinical affiliate rating. It is important for you to understand that we consider your input important for course improvement, and your input often results in course changes. If you are attending clinic at more than one clinical site, it is important that you complete a clinical affiliate evaluation for each of these sites, as well as for each faculty instructor or teaching technologist of that clinical site. Two to three weeks before the end of the semester an will be sent to your Jagmail account. Within this will be a link to an evaluation that will be completed on line through Class Climate. Once the evaluation has been completed, a certificate of completion will be awarded which 113

114 COMMUNICATION should be uploaded to the course assignment section in Sakai. This is a required component of the class. All communication will be done through university assigned accounts only. Students can link their university assigned accounts to their personal accounts. Signature of Department Chairman Revised 8/16/16 114

115 A. Student Reference Manual UNIT I B. Preliminary steps in Radiography 1. Display of radiographs i. Anatomic position ii. AP vs. PA iii. Lateral iv. Extremities 2. Clinical history 3. Patient instructions 4. Patient dress 5. Identification of radiographs 6. Anatomic markers 7. Image receptor placement i. Lengthwise ii. Crosswise iii. Diagonal 8. Collimation of x-ray beam 9. Gonad shielding C. Equipment Manipulation D. Phlebotomy and EKG Unit 1 Test A. Clinical Evaluation UNIT II B. Clinical Equipment Manipulation Competency C. Lab Experiments to correlate with RAD 312 Dates and times TBA Unit II Evaluation and Competency A. Clinical Evaluation UNIT III B. Clinical Equipment Manipulation Competency C. Lab Experiments to correlate with RAD 312 Dates and times TBA Unit III Evaluation and Competency Final Examination - TBA 115

116 UNIVERSITY OF SOUTH ALABAMA COLLEGE OF ALLIED HEALTH PROFESSIONS DEPARTMENT OF RADIOLOGIC SCIENCES RAD 403 CLINICAL EDUCATION IV FALL SEMESTER TERM LENGTH: 15 WEEKS PREREQUISITES: RAD 302 or permission of the Department Chairperson. INSTRUCTORS: OFFICE HOURS: Cleveland, Smith, Jalkh, Cooper, Davis, Blow TBA and by appointment CONTACT INFORMATION: Jalkh: ; - cjalkh@southalabama.edu Cooper: ; - ccooper@southalabama.edu Smith: ; e mail dasmith@southalabama.edu Davis: ; tdavis@southalabama.edu Cleveland: ; e mail - dcleveland@southalabama.edu Blow: ; blow@southalabama.edu CATALOG DESCRIPTION: Hospital-based laboratory experience allowing the student to obtain clinical experience in those areas presented in RAD 307, 308, 309 and RAD 315. STUDENTS WITH DISABILITIES: In accordance with the Americans with Disabilities Act, students with bona fide disabilities will be afforded reasonable accommodations. The Office of Special Services will certify a disability and advise faculty members of reasonable accommodations. If you have a specific disability that qualifies you for academic accommodations, please notify the instructor/professor and provide certification from Special Student Services. OSSS is located at 5828 Old Shell road, ( ). REQUIRED TEXT: Eugene Frank, et al, Atlas of Roentgenographic Positions and Standard Radiographic Procedures, Volumes I, II, and III. Course Format: The format of this course is web-enhanced. RAD 403 is a clinical course that requires daily attendance in a hospital or clinic setting. 116

117 Academic Disruption: The University of South Alabama respects the right of instructors to teach and students to learn. Maintenance of these rights requires an academic environment that does not impede their exercise. To ensure these rights, faculty and staff members have the responsibility: 1. To establish and implement academic standards. 2. To establish and enforce reasonable behavior standards in each 3. academic setting. 3. To document and report incidents of academic disruption. 4. To refer for disciplinary action those students whose behavior may be judged to be disruptive under the Code of Student Conduct (refer to USA policies in the student handbook The Lowdown for specifics). Note: Students have the right to appeal decisions that are adverse to their academic standing. Student Academic Conduct Policy: The University strives to maintain the highest standards of academic integrity. Students and faculty are expected to exhibit honesty and competence in academic work. This responsibility can be met only through earnest and continuing effort on the part of all students and faculty. Any dishonesty related to academic work or records constitutes academic misconduct. Examples of academic misconduct include: 1. Giving or receiving unauthorized aid in tests and examinations. 2. Improperly obtaining a copy of an examination. 3. Plagiarism 4. Misrepresentation of information 5. Altering transcripts or University records. 6. Students should refer to student handbook (Lowdown) for specifics regarding the Academic Conduct Policy, including committees, procedures and levels of misconduct. Note: Students have the right to appeal decisions that are adverse to their academic standing. Changes in Course requirements: Since all classes do not progress at the same rate, the instructor/professor may wish to modify the above requirements or their timing as circumstances dictate. For example, the instructor may wish to change the number and frequency of exams, or the number and sequence of assignments. However, the students must be given adequate notification. Moreover, there may be non-typical classes for which these requirements are not strictly applicable in each instance and may need modification. If such modification is needed, it must be in writing and conform to the spirit of this 117

118 policy statement. COURSE INSTRUCTOR and CLINICAL AFFLIATE RATING At the conclusion of this course, you will be requested to complete a course instructor and clinical affiliate rating. It is important for you to understand that we consider your input important for course improvement, and your input often results in course changes. If you are attending clinic at more than one clinical site, it is important that you complete a clinical affiliate evaluation for each of these sites, as well as for each faculty instructor or teaching technologist of that clinical site. Two to three weeks before the end of the semester an will be sent to your Jagmail account. Within this will be a link to an evaluation that will be completed on line through Class Climate. Once the evaluation has been completed, a certificate of completion will be awarded which should be uploaded to the course assignment section in Sakai. This is a required component of the class. COMMUNICATION All communication will be done through university assigned accounts only. Students can link their university assigned accounts to their personal accounts. Late Assignments:Weekly Observation Sheets and Clinical Competencies (see Student Reference Manual). Student Supervision Requirements: A. Direct Supervision - Parameters of: 1. The qualified radiographer reviews the request for examination in relation to the student's achievement; 2. The qualified radiographer evaluates the condition of the patient in relation to the student's achievement; 3. A qualified radiographer is present during the conduct of the procedure; 4. The qualified radiographer reviews and approves the radiographs. 5. A qualified radiographer is present during student performance of any repeat of any unsatisfactory radiograph. B. Indirect supervision is defined as that supervision provided by a qualified 118

119 radiographer immediately available to assist students regardless of the level of student achievement. In order to determine the level of supervision (direct or indirect), students, affiliate radiographers, adjunct faculty, and faculty must refer to the "Clinical Competencies Completed" form to determine which specific competencies have been completed for an individual student. C. Regardless of a student's level of experience or level of competency, whenever radiographs must be repeated, students must consult with and be supervised by a registered radiographer when the radiograph is repeated. BEHAVIORAL OBJECTIVES Psychomotor, Cognitive, and Affective I. Providing a student has performed a competency, the student under indirect supervision will be able to produce a diagnostic radiograph under normal conditions of all examinations for which they have received didactic instruction. II. III. With direct supervision, the student will be able to produce a diagnostic radiograph under normal conditions of all examinations for which they have received didactic instruction and may perform competencies on these examinations. For all radiographic examinations listed in numbers one and two, each student will be able to: A. Select the proper cassette size. B. Center the tube to the IR. C. Measure the patient with calipers. D. Correctly identify the film with "R" or "L" markers. E. Position the part correctly. F. Collimate to size of the part or IR. G. Follow instructions for setting MAS and on the control panel. H. Correctly identify the patient by checking inpatient armbands or asking an outpatient's address. I. Give appropriate instructions to the patient. J. Assist the patient to and from wheelchair or stretcher to radiographic table. K. Give proper breathing instructions. L. Correctly use the rotor and exposure switch. M. Maneuver the X-ray tube in the presence of the patient. N. Follow instructions outlined on the radiographic examination requisition form. 119

120 O. Safely transport IR to the reader to be processed. P. Correctly utilize the ROP and reader. Q. Properly input patient identification information to the image. R. Acquire patient history and record specific problems or areas of injury using positional terminology and anatomic landmarks on the requisition. IV. For all contrast media-related examinations, each student will be able to: A. Acquire all necessary supplies needed for the requested study (e.g., proper number of cassettes, chart, requisition, linen, tray, etc.). B. Acquire the contrast material used for the requested study. C. Correctly identify the patient. D. Inquire as to whether the patient took the contrast media or prescribed preparation for the requested study. E. Assist the patient to and from mode of transportation to the radiographic table. F. Prepare the patient for the study requested. G. Explain procedure to patient in clear, concise terms. H. Obtain history from patient (including allergies when using iodinated contrast material). I. Take survey radiograph and get approval from radiologist or supervisor to proceed with study. J. Select proper cassette size. K. Provide patient privacy. L. Introduce radiologist to the patient. M. Center radiographic tube to IR. N. Measure the patient with calipers. O. Correctly identify radiograph with "R" or "L" markers. P. Position part correctly. Q. Collimate to size of IR or part. R. Follow instructions for setting MAS and on control panel. S. Give proper breathing instructions. T. Correctly use rotor and exposure switch. U. Follow instructions outlined on the requisition. V. Correctly input patient identification information on the image. V. DEPARTMENTAL FUNCTIONS Each student will be able to: A. Transport patients to and from Radiology Department without injury to patient or self. B. Locate the areas designated for storage of linen, bed pans, emesis 120

121 basins, and emergency drugs; to become familiar with their placement in order to secure them under emergency situations. C. Assist with the maintenance of a clean and organized radiographic room (e.g., folding and replenishing supplies, cleaning tables, dusting, and review of emergency drugs). D. Fill syringes with contrast material using sterile technique. E. Assist with preparation of patients for fluoroscopic examinations. VI. RADIATION PROTECTION Each student will be able to demonstrate basic Radiation Protection by: A. Coning or collimating to part or IR. B. Using gonadal shields in instances where the shield will not obscure the anatomy in question. C. Keeping doors closed. D. Always wear lead aprons when doing portables. E. Maintaining as great a distance as possible from radiation source. F. Always wear film badge. G. Following proper instructions when selecting exposure factors. VII. ATTITUDES AND MOTIVATION In order to show favorable attitudes toward their work, patients, staff technologists, supervisors, instructors and classmates, each student will be able to: A. Address patients in a professional manner. B. Provide patient assistance. C. Respect patient privacy. D. Ask questions regarding clinical history or other technical considerations which are relevant to the patient's exam. E. Establish and maintain rapport with radiographers, staff, and supervisors. F. Demonstrate initiative in attempting new and complex examinations with the assistance of experienced radiographers. G. Complete goals and objectives established for clinical education. H. Accept guidance and suggestions from radiographers in a constructive manner. I. Behave in a professional manner. J. Demonstrate adaptability with new situations. K. Practice skills previously learned. L. Remain in assigned area. M. Adhere to the Department of Radiologic Technology Rules and Regulations. 121

122 N. Control emotional feelings. O. Focus on becoming a health-care professional. VIII. EXTERNAL ROTATIONS AND OBJECTIVES A. Surgical Radiography 1. Gain knowledge and understanding of operating room procedures and the radiograph required. 2. Practice accepted rules and techniques of surgical asepsis. 3. Practice proper technique for donning cap, mask, and gown. 4. Observe proper exposure factors as set by surgical radiographer. 5. Become acquainted with various mobile units used in surgical radiography. B. Psychomotor Skills 1. Locate on/off Switch, kilovoltage selector, milliamperage selector and fluoroscopy control panel. 2. Locate contrast and brightness control on control panel. 3. Locate fluoroscopy timer on control panel. 4. Locate image reversal switch on control panel. 5. Locate exposure button on control panel. 6. Locate control movement buttons on control panel. 7. Perform all movements of C-arm unit with television monitor and image store recorder utilizing appropriate levers and locks. 8. Set up television monitor and image store recorder. 9. Set up entire C-arm unit with television monitor and image store recorder utilizing appropriate connectors. 10. Operate fluoroscopy and image storage equipment. 11. Perform shut-down and removal procedures of C-arm and image storage recorder skillfully. C. Mobile Radiography - Students will perform satisfactory mobile radiographic procedures through the application of the following psychomotor and cognitive skills. Thus at the conclusion of this rotation, the student will be able to: 1. Patient Evaluation: a. Identify patient s name and age through I.D. band. b. Determine radiographic examination from radiology request. 122

123 c. Evaluate patient s ability to cooperate. d. Determine appropriate clinical history. 2. Utilization of Basic Nursing Skills: a. Practice sterile technique. b. Observe proper isolation techniques. c. Recognize various traction devices. d. Observe location of terminal connections of chest tubes, N.G. tubes, urinary catheters, etc. 3. Radiographic Technical Factors/Procedures: a. Charge battery-powered mobile equipment. b. Differentiate between charging procedure and exposure. c. Identify and properly set the line voltage compensator. d. Properly apply charging and exposure procedures for capacitor discharge mobile units. e. Understand and demonstrate the ability to lock and unlock the locking mechanism on mobile x-ray equipment. f. Understand and apply aseptic techniques in isolation units. g. Apply proper film marker peculiar to mobile radiography. h. Demonstrate the ability to safely transport mobile units from one area to another. i. Choose proper FFD and patient position for mobile examinations. j. Demonstrate ability to calculate exposure times for mas-generated units. k. Employ proper radiation protection devices. l. Provide hospital personnel assisting in mobile radiography procedures with lead aprons. m. Demonstrate ability to set exposure factors. n. Properly critique finished radiographs in terms of acceptability and make sound technical suggestions when radiographs are repeated. 123

124 IX. PATIENT EXAM REQUIREMENTS Students are required to perform a specific number of exams and competencies as listed below: Number of Number of Number of Examinations Unassisted or Completed Assisted or Assisted Position Competencies Unassisted Examinations Examinations Any student failing to meet the required examinations listed above during a specific semester will receive a letter symbol X for their clinical education course. In order for the symbol X to be recorded as a passing grade, the student is advised to attend additional clinical sessions during the break period between semesters in order to complete the course requirement. Clinical assignments during the break period will be arranged by the Department of Radiologic Sciences. The student will have until the third week of the following semester to meet the required number of examinations. If a student fails to meet the examination requirements, the symbol X will be recorded as an F by the registrar s office, according to the University Bulletin. X. METHOD OF EVALUATION: Definitions: 1. Tri-semester evaluations (See Appendix C) in the Student Reference Manual (SRM): Evaluations are conducted during the semester and as such, represent 70% of one's final grade in clinical education. These evaluations monitor a variety of technical skills considered important in clinical education, as well as adherence to one's personal and professional responsibilities. 2. Clinical anatomy and image analysis tests: These tests are given 4-5 times during the semester with the intent of testing the knowledge of students relative to radiographic anatomy and image analysis/film critique. The test format is presented via 35mm slides with an accompanying answer sheet. These tests are appropriately matched to the student's academic level/standing in the program and account for 30% of one's final grade. Radiographic anatomy is limited to those structures listed in Appendix G of the SRM. Final grades in clinical education are determined as follows: 1. An average of tri-semester evaluations x 70%. 2. An average of all clinical anatomy and image analysis tests x 30%. 124

125 Example: Assuming one's average was 84 and the average from the clinical anatomy and image analysis tests was 90, the final grade would be determined as follows: 84 x 70% = x 30% = 26.7 which equates to an 85.5 ( = 85.5) or a final letter grade of B. Although the completion of all clinical competencies is a program requirement, clinical competencies are graded on a Pass/Fail basis and, thus, do not impact on one's final grade in clinical education courses. However, failure to complete the required clinical competencies does impact negatively on one's successful completion of the program as well as one's opportunity to pursue more complex examinations or other imaging modalities. FINAL GRADING SCALE = A = B = C = D 59-0 = F ATTENDANCE Students should refer to the Student Reference Manual and policies therein relative to absenteeism, check-in/check-out procedures, early departure and tardiness. Students are granted 45 minutes for lunch. Cellular phones are not permitted to be used as calculators in this course. Revised 8/16/16 Signature of Department Chairman 125

126 APPENDIX C CLINICAL EVALUATION FORM

127 Department of Radiologic Sciences University of South Alabama Tri-Semester Clinical Evaluation Student Semester Date Total Number of Examinations Technical Skills Equipment Manipulation Number of Major Errors Number of Other Errors Radiographic Positioning Number of Major Errors Number of Other Errors Radiographic Technique Number of Major Errors Number of Other Errors Radiographic Procedure and Integration and Transfer of Theory Number of Major Errors Number of Other Errors Patient Care Number of Major Errors Number of Other Errors Point(s) Reduction for Section I Radiation Protection Number of Errors Zero errors observed = 0 points One error in this category = -3 points Two or more errors in this category = -6 points

128 Point(s) Reduction for Section II Professional/Clinical Expectations Evaluator should circle or check the box that most accurately describes the student s performance during this assignment, giving consideration to the length of time student has been part of the educational process. Patient Care and Compassion Demonstrates commitment to patient dignity, esteem, understanding, and compassion; Treats the patient with respect. Occasionally fails to attend to the concerns of the patient; Needs to be more attentive to the patient. Not consistent in providing compassionate care. Improvement is needed. Interest in Demonstrates an Only occasionally asks Does not demonstrate Learning acceptable level of learning; Occasionally asks questions and/or applies what has been learned in the classroom to the clinical setting. questions or demonstrates interest in learning; Does not easily apply what has been learned in the classroom to the clinic. an interest in learning in the clinical setting; Rarely asks questions or shows interest; Appears satisfied with unsatisfactory effort. Work Habits Learns routine of the Occasionally Regularly needs and Efficiency area of assignment and prioritizes tasks to fit into that routine. Occasionally anticipates needs. disorganized and in need of assistance to prioritize tasks so that work is accomplished in an efficient manner. guidance. Poor work habits. Disorganized and inefficient. Communication Skills Good communication skills. Communicates clearly. Fair verbal and nonverbal communication skills. Does not consistently communicate clearly. Poor verbal and nonverbal communication skills. Attention to Level of attention to Occasional errors due Careless and/or Detail and details and accuracy is to lack of attention. inattentive to details; Accuracy good. Errors are uncommon. Although accuracy is a goal, performance is not consistent. Inattention leads to poor outcomes. Speed Considering point in educational process, is able to work at a fairly Improvement in speed is needed. Need to find ways to work more Works too slowly to maintain required productivity or too fast

129 Consistency Problem Solving and Critical Thinking Skills fast pace with only minimal impact on accuracy. Tends to demonstrate a continuous acquisition of knowledge; Fairly consistent; Only occasional reminders are needed regarding desired steps or processes. Good problem solving and critical thinking skills; Only occasionally fails to evaluate an aspect of an issue before making a decision. efficiently so speed does not negatively impact accuracy. Occasionally requires reminders of information already covered. Performance not consistent. Fair; Occasionally makes a decision without thinking through the consequences; Does not always consider all of the elements and/or consequences. to achieve desired accuracy. Improvement is needed. Must be reminded regularly of information already covered. Does not appear to retain knowledge. Improvement is needed. Relies on others to help make a decision; Unable or unwilling to assess the issues, consider the consequences, and act to make a decision. Safe Health Maintains a safe Occasional failures to Occasionally careless. Practices environment; Monitors patient during examination, washes hands frequently; Practices universal precautions; Attentive to radiation safety and safe operation of equipment watch patient during examination, wash hands, practice universal precautions, or operate equipment in a safe manner. Corrective action is needed.

130 Use of Time/ Seeks out Occasionally misses When spare time exists, Initiative opportunities to gain clinical experiences; Typically uses time wisely; Typically focused on clinical education when in clinic; Level of initiative is good; Need for prompting or reminder is unusual. opportunities to gain clinical experiences; Needs to use spare time to expand clinical skills; Occasionally needs prompting or reminders about things that need to be done or ways to contribute. student must be prompted to stay busy or attend a clinical activity in another area. Needs to take responsibility for wise use of time; Demonstrates little or no initiative; Satisfied with unsatisfactory effort. Professional The student is making The student may be The student is behind Growth good progress; On track for this point of the educational process. Only minimal areas where student needs improvement. behind in some areas for this point of the educational process. With continued attention and effort, however, student what is expected for this point of the educational process. Student needs to focus attention on corrective measures. should be able to gain skills and knowledge currently lacking. Appearance/ Attentive to Needs improvement; Personal appearance is Preparedness appearance; Neat and clean. Properly prepared for clinical rotation. Occasionally demonstrates neglect or lack of attention. Occasionally not prepared for clinical rotation. poor; Regularly demonstrates neglect or lack of attention. Regularly unprepared for clinical rotation. Accountability Takes responsibility for Occasionally fails to Avoids responsibilities; and actions; Only accept responsibility; Is Satisfied with Responsibility occasionally demonstrates hesitancy in accountability or taking responsibility. occasionally tempted to point finger in another direction. unsatisfactory effort.

131 Attitude Toward Accepts constructive Student accepts Ignores or is defensive Coaching and criticism, coaching and constructive criticism, or hostile when Feedback feedback and usually responds and adapts. coaching and feedback, but demonstrates little change in behavior as a result of the feedback. confronted with constructive criticism, coaching, or feedback. Needs to better accept feedback as an opportunity to learn. Teamwork and Cooperative and Occasionally lacks Unless prompted, Cooperation supportive of team efforts; Typically works with others to accomplish goals. interest in team efforts; Contented to do own thing. Needs to be more attentive to needs of the team. contributes little to the team s effort. Total Number of Items Marked X 0 = Total Number of Items Marked X -1 = Total Number of Items Marked X -2 = Point(s) Reduction for Section III Strengths/Opportunities for Improvement Professional Responsibilities Attendance Refer to Student Reference Manual regarding attendance policy Promptness/Early Departure Every lateness or early departure after the first two incidences will result in a 3-point reduction per occurrence. Properly Notifies Clinical Instructor (Applies to absences, early departures and tardiness) Yes = -0 points No = -5 points

132 Weekly Clinical Observation Form Forms turned in as stated in Student Reference Manual Notations are neat and accurate Sufficient number or variety of examinations recorded Yes = -0 points No = -5 points Direct/Indirect Supervision Failure to follow guidelines regarding repeat radiographs and/or policy of direct and indirect supervision as defined in the Student Reference Manual. -5 point per occurrence F. Professional Demeanor Violation date make-up date Dress Code Violation date make-up date Point(s) Reduction for Section IV Additional Comments Clinical Instructor s Signature Student s Signature Total Points Date Your signature on this form does not mean that you agree with the clinical evaluation. It does, however, indicate that you have read the evaluation, understand items checked and their significance, and that this will become part of your permanent file. Grade Scale = A = B = C = D 0 59 = F

133 APPENDIX D COMPETENCY FORMS

134 UNIVERSITY OF SOUTH ALABAMA DEPARTMENT OF RADIOLOGIC SCIENCES PHLEBOTOMY COMPETENCY FORM Student Name Patient # Evaluator=s Signature Student=s Signature Date GRADE Yes No 1. Student identifies patient and explains exam. Yes No 4. Student applies tourniquet correctly. Yes No 5. Student palpates vein correctly. Yes No 6. Student has all available supplies on hand. Yes No 7. Student applies antiseptic before sticking vein. Yes No 8. Student sticks vein and draws blood correctly. Yes No 9. Student releases tourniquet. Yes No 10. Student applies band-aid or gauze after completion. Yes No 11. Student disposes of needle, etc., correctly (using universal precaution). Yes No 12. Student accepts guidance and instruction correctly. The student must make at least 80% to pass this competency (8 out of 10). However, all students must successfully complete the number 6 objective. 9 out of 10 correct = 90%. 10 out of 10 correct = 100%. 134

135 Clinical Education Radiographic Equipment Manipulation Competency Form Clinical Affiliate and Room # Student Name Percentage Grade Date Evaluator=s Instructions: The student has one chance to give the correct response to the following tasks. If the student performs incorrectly, one point will be deducted. A minimum of 85% is required for this competency. Points Points Possible Received Task: The student can: 1. Center lock the tube to the table. 2. Align the tube with the bucky. 3. Collimate to the size of a film. 4. Move the tube longitudinally along the table. 5. Move the tube horizontally across the table. 6. Insert and remove cassette from bucky. 7. Utilize technique chart. 8. Select proper FFD for bucky. 9. Select proper FFD for table-top work. 10. Angle the tube cephalically and adjust FFD. 11. Angle the tube caudally and adjust the FFD. 12. Turn the table from supine to erect. 13. Turn the tube for erect tale work. 14. Rotate the collimator. 15. Choose proper FFD for chest radiograph. 16. Set control panel for EPA chest. 17. Set control panel for supine KUB. 18. Change technique for erect KUB. 19. Identify tube warm-up procedure. 20. Apply/remove the footboard. Total points possible Total points received Student Signature Clinical Instructor Signature 135

136 Clinical Education Fluorographic Equipment Manipulation Competency Form Clinical Affiliate and Room # Student Name Percentage Grade Date Evaluator=s Instructions: The student has one chance to give the correct response to the following tasks. If the student performs incorrectly, one point will be deducted. A minimum of 90 % is required for this competency. Points Points Possible Received Task: The student can: 1. Identify Amain@ on/off controls. 2. Identify ma indicator. 3. Identify mas indicator. 4. Identify automatic exposure controls and their application. 5. Identify Sm focal spot control. 6. Identify Lg focal spot control. 7. Identify selectors to initiate fluoroscopy. 8. Identify tube warm up procedure. 9. Input patient information into digital system. Fluoroscopic Examinations 1. Identify image intensifier and monitor screen. 2. Identify spot film formatter. 3. Position fluoro tower over table. 4. Identify and operate vertical locks. 5. Identify and operate longitudinal locks. 6. Identify and operate transverse locks. 7. Identify and operate manual collimator. 8. Identify hand switch. 9. Identify foot switch. 10. Identify the reverse button and its function. 11. Identify compression cone and its application. 12. Identify grid and its function. 13. Identify timer and reset on control panel and tower. 14. Identify table tilt control on tower. 15. Identify table top control on tower. 16. Attach and remove foot board. 17. Attach and remove shoulder brace. 18. Attach and remove lead shields. 19. Park fluoro tower post examination. 20. Identify selectors to send digital images. Evaluator Signature: 136

137 University of South Alabama Department of Radiologic Sciences Surgery Competency Form Student Name Patient # Evaluator=s Signature Student=s Signature Date Exam Pass - Fail (circle one) Please Circle: Yes No 1. Student assures all necessary supplies are readily available. Yes No 2. Student properly performs routine examination/procedure and recognizes and corrects problems which may exist. Yes No 3. Student properly manipulates equipment and demonstrates knowledge of its potential use. Yes No 4. Student properly labels all films (markers, positions, patient ID., etc.) Yes No 5. Student concludes examination through proper processing of films/images and recognizes if any additional films/images are necessary. Yes No 6. Student properly identifies anatomy related to examination performed. Yes No 7. Student demonstrates initiative, proficiency, and confidence throughout the procedure. Yes No 8. Student properly prepares equipment utilized during procedure. Yes No 9. Student practices proper sterile technique throughout procedure. Yes No 10. Student effectively communicates with all persons involved with the procedure. (Eg., radiologist, surgeon, anesthetist, nurses, etc.) Failure to perform eight or more of the above will result in a failed competency.

138 University of South Alabama Department of Radiologic Sciences Radiographic Competency Form Student Name Date Examination Performed Method: Patient, Phantom, or Simulation (Circle One) Patient # Evaluator s Signature Pass - Fail (Circle one) Student s Signature Verifying Instructor Competency Checklist: The competency checklist outlined below consists of numerous elements grouped under six major headings which are considered to be important factors in performing a radiographic examination. The evaluator must check only those elements a student fails to perform during the competency examination. A student receiving more than 3 errors results in a failure of the attempted competency. Major Errors: A major error is defined as an error which would render the radiographic examination useless for its intended purpose. A major error results in a failure of the attempted competency and the evaluator must provide a brief explanation of the major error observed in the appropriate place on this form. Note: All of the elements listed below may not be applicable to all examinations. I. Equipment Manipulation (I. A.) 1. Manipulation of tube, table, control panel, etc. 4. Alignment of tube to film 2. Assures all necessary equipment is available. 5. Proper use of Bucky/cassette 3. Correct patient ID is visualized on film. 6. Major Error II. Positioning (I. B.) 1. AP/PA Cross-table Axial 2. Major Error Obl. Decubitus Tangential Lat. Upright Other III. Technique (I. C.) 1. AP/PA Cross-table Axial 2. Part Measurement Obl. Decubitus Tangential Lat. Upright Other 3. Makes appropriate technique changes (% rules, etc.) 4. Major Error

139 IV. Radiographic Procedure and Integration and Transfer of Knowledge (I. D.) 1. Obtains and records patient history 7. Gives proper instructions to patient 2. Selection of FFD 8. Observes patient and control panel while exposure is in progress 3. Selection of film size 9. Properly prepares contrast media 4. Utilizes appropriate accessory items (Screen speed, grid, etc.) 10. Makes appropriate correction when repeats are necessary 5. Correct C.R. degree and direction 11. Transfers knowledge from previous didactic courses film 6. Correct markers are visualized on 12. Major Error V. Radiation Protection (II. A) 1. Applies collimation 4. Wears dosimeter 2. Shields when appropriate 5. Stands behind control panel while exposing film 3. Wears and supplies aprons and gloves 6. Major Error VI. Patient care (II. B.) 1. Address patient properly 6. Provides clean table, room and linen 2. Correctly identifies patient (arm band, address, etc.) 3. Assures patient is properly dressed for exam 7. Does not leave patient unattended, requiring direct attention 8. Introduces physician to patient for contrast media exams 4. Provides head rest (pillow, etc.) 9. Major Error 5. Provides patient privacy Total erros/mistakes observed Comments on major errors or other observations:

140 APPENDIX E ARRT REQUIREMENTS FOR CLINICAL COMPETENCIES COMPLETED FORM

141 University of South Alabama Radiologic Sciences ARRT REQUIREMENTS FOR CLINICAL COMPETENCY IN RADIOGRAPHY The clinical competency requirements include the seven general patient care activities, and a subset of the 66 radiologic procedures identified on subsequent pages. Demonstration of competence should include variations in patient characteristics (e.g., age, gender, medical condition). General Patient Care Requirement: Candidates must demonstrate competence in all seven patient care activities. The activities should be performed on patients; however, simulation is acceptable (see endnote) if state or institutional regulations prohibit candidates from performing the procedures on patients. Radiologic Procedures Requirement: Candidates must demonstrate competence in all 36 procedures identified as mandatory (M). Procedures should be performed on patients; however, up to eight mandatory procedures may be simulated (see endnote) if demonstration on patients is not feasible. Candidates must demonstrate competence in 15 of the 30 elective (E) procedures. Elective procedures should be performed on patients; however, electives may be simulated (see endnote) if demonstration on patients is not feasible. Institutional protocol will determine the positions or projections used for each procedure. Demonstration of competence includes requisition evaluation, patient assessment, room preparation, patient management, equipment operation, technique selection, positioning skills, radiation safety, image processing, and image evaluation. Trauma is considered a serious injury or shock to the body. Modifications may include variations in positioning, minimal movement of the body part, etc. Note: The ARRT requirements specify that certain clinical procedures may be simulated. Simulations must meet the following criteria: (a) the student is required to competently demonstrate skills as similar as circumstances permit to the cognitive, psychomotor, and affective skills required in the clinical setting; (b) the program director is confident that the skills required to competently perform the simulated task will generalize or transfer to the clinical setting. Examples of acceptable simulation include: demonstrating CPR on a mannequin; positioning a fellow student for a projection without actually activating the x-ray beam, and evaluating an image from a teaching file; performing venipuncture by demonstrating aseptic technique on another person, but then inserting the needle into an artificial forearm or grapefruit.

142 Exam Mandatory or Elective Date Verified By Method 2nd 3rd 4th Extremities 1 Finger M Thorax 22 Chest M Abdomen 27 KUB M 28 Abdomen - Decub. Or Upright M Spine & Pelvis 29 C. Spine M Head 38 Facial Bones E Contrast 45 ACBE or BE M & Other 46 UGI M Hand M Wrist M Forearm M Elbow M Humerus M Shoulder M Trauma Shoulder M Scapula E Clavicle E A.C. Joints E Trauma Upper Extremity M Trauma Lower Extremity M Toes E Foot M Os Calcis E Ankle M Tib/Fib M Knee M Patella E Femur M Chest - Peds M Chest - wc/str. M Ribs M Sternum E C. Spine CTL Trauma M Dorsal Spine M L. Spine M Pelvis M Hip M Hip CTL Trauma M S.I. Joints E Sacrum or Coccyx E Mandible E Nasal Bones E Orbits E Sinuses M Skull M TMJ E Esophagus E SBFT E IVP E Tomogram E Myelogram E Portable & Other Equipment Manipulation Portable Chest Portable Abdomen Portable Extremity E M M M

143 56 C-Arm, OR M Patient Care 57 CPR M 58 Vital Signs M 59 Venipuncture M 60 O2 Administration M 61 EKG M 62 Sterile/Aseptic Technique M 63 Patient Transfer M above form, go the department web site and choose the navigation button Forms. To print out a PDF copy of the

144 APPENDIX F WEEKLY CLINICAL OBSERVATION FORM

145

146 APPENDIX G REQUIRED RADIOGRAPHIC ANATOMY AS LIMITED TO ALL PHASES OF CLINICAL EDUCATION

147 Anatomy I. Chest: 1. Esophagus 2. Trachea and Larynx 3. Right and Left Mainstem Bronchi 4. Hilus 5. Mediastinum 6. Costophrenic Angles 7. Diaphragm and Hemidiaphragm 8. Lung Markings 9. Apices 10. Vertebra 11. Bony Thorax a. Ribs b. Sternum c. Clavicle d. Scapulae 12. Aorta II. III. Abdomen 1. Liver Shadow 2. Retroperitoneum 3. Kidneys 4. Ureters 5. Bladder 6. Transverse process of vertebra 7. Psoas muscles Upper Extremity 1. Hand a. 14 phalanges (distal, middle, proximal) b. Sesmoid bones 2. Palms a. 5 metacarpals 3. Wrist a. 8 carpals b. Navicular & scaphoid c. Lunate & semilunar d. Triquetral & cuneiform e. Pisiform f. Greater multangular & trapezium g. Lesser multangular & trapezoid h. Hamate & unciform i. Capitatum & os magnum 4. Forearm a. Semilunar notch b. Olecranon process 147

148 c. Coronoid process d. Radial notch e. Shaft of diaphysis f. Nutrient foramen g. Head (radius and ulna) h. Styloid (radius and ulna) i. Radial tuberosity j. Neck 5. Humerus a. Humeral head b. Anatomic neck c. Surgical neck d. Lesser tuberosity e. Greater tuberosity f. Bicipital groove g. Deltoid tuberosity h. Coronoid fossa i. Medial and lateral condyle j. Medial and lateral epicondyle k. Trochlea l. Coronoid fossa m. Olecranon fossa n. Radial fossa o. Medial and lateral humeral epicondylic ridge 6. Elbow a. Distal humeral related anatomical projections and depressions b. Proximal radial and ulna related anatomical projections and depressions c. Anterior and posterior fat pads 7. Shoulder a. Proximal humerus b. Clavicle c. Scapula 8. Clavicle a. Sternal extremity b. Acromial extremity c. Shaft d. Deltoid tubercle 9. Scapula a. Acromion b. Coracoid process c. Glenoid fossa d. Scapular notch e. Medial and inferior angle f. Vertebral, axlillary, and superior borders g. Body 148

149 IV. Lower Extremity 1. Foot h. Acromion spine i. Supra and infraspinatus fossa a. 14 tarsal phalanges (distal, middle, proximal) b. Sesmoid c. 5 metatarsals d. 7 tarsals & ankle e. Calcaneus & os calcis f. Talus & astragulus g. Cuboid h. Internal or first cuneiform i. Middle or second cuneiform j. External or third cuneiform k. Anterior, middle and posterior articular facet l. Sustantaculum tali 2. Tibia a. Lateral and medial condyle b. Head c. Spinous & intercondylar eminence d. tuberosity e. Shaft f. Medial malleolus g. Anterior crest 3. Fibula a. Styloid (superior) b. Head c. Shaft d. Lateral malleolus 4. Femur a. Head b. Fovea capitis c. Neck d. Greater and lesser trochanter e. Intertrochanteric crest f. Medial and lateral epicondyle g. Medial and lateral condyle h. Intercondylar fossa 5. Patella a. Large sesmoid bone b. Base c. Apex 6. Pelvis and Hip a. Osseous components of upper femora b. Illium 149

150 c. Iliac crest & ala d. Iliac fossa e. Posterior and anterior superior iliac spine f. Posterior and anterior inferior iliac spine g. Greater and lesser sciatic notch h. Ischial spine i. Ischial tuberosity j. Inferior and superior ramus of pubis k. Obturator formaen l. Acetabulum m. Acetabular rim n. Acetabular notch o. Pubic symphysis and pubis 7. Sacrum a. Sacroiliac joint 8. Coccyx 9. Iliopectineal line V. Vertebral Column 1. Cervical a. Body b. Disk c. Annulus fibrosus d. Nucleus pulposus e. Vertebral arch f. Lamina g. Pedicle h. Transverse process i. Spinous process (bifid) j. Vertebral foramen k. Superior and inferior articular process l. C-1 (Atlas) 1. Anterior arch 2. Posterior arch 3. Lateral mass m. C-2 (Axis) 1. Odontoid process (dens) n. C-7 (vertebral prominens) o. Apophysial joints p. Intervertebral foramina 2. Thoracic vertebrae (dorsal spine) a. Body and body demifacets b. Disk 150

151 c. Vertebral arch d. Lamina e. Pedicle f. Transverse process g. Spinous process h. Vertebral foramen i. Articular facet for ribs j. Apophysial joints k. Intervertebral foramina 3. Lumbar Vertebrae a. Body b. Disk c. Vertebral arch d. Lamina e. Pedicle f. Transverse process g. Spinous process h. Vertebral foramen i. Apophysial joints j. Intervertebral foramina k. Pars interarticularis 4. Sacrum a. Ala b. Sacral Promontory c. Auricular surface d. Sacral cornu 5. Coccyx a. Three to five rudimentary vertebrae b. Coccygeal cornu VI. Gastrointestinal System 1. Esophagus a. Nasopharynx b. Uvula c. Oralpharynx d. Epiglottis e. Trachea f. Laryngopharynx g. Esophagus h. Cardiac incisura i. Cardiac antrum 2. Stomach a. Fundus b. Body c. Greater curvature d. Lesser curvature 151

152 e. Pyloric vestibule f. Pyloric antrum g. Sulcus intermedius h. Pyloris i. Duodenum j. Ligament of Treitz k. Rugae 3. Small Intestines a. Duodenum b. Jejunum c. Ileum d. Duodenojejunal flexure e. angle of Treitz f. Ileocecal valve 4. Large Intestine a. Rectum b. Sigmoid colon c. Descending colon d. Splenic flexure e. Transverse colon f. Hepatic flexure g. Ascending colon h. Cecum i. Appendix or vermiform j. Taeniae coli VII. VII. Biliary System 1. Liver 2. Right and left hepatic ducts 3. Common hepatic duct 4. Cystic duct 5. Fundus of gallbladder 6. Body of gallbladder 7. Neck of gallbladder 8. Hartman s Pouch 9. Spiral valves of Heister 10. Common bile duct 11. Ampulla of Vater 12. Duct of Wirsung 13. Sphincter of Oddi Urinary System 1. Kidneys 2. Adrenal glands 3. Bladder 4. Ureters 5. Prostate 152

153 6. Urethra 7. Cortical portion of kidney 8. Medullary portion of kidney 9. Renal pyramids 10. Minor calyx 11. Major calyx or infundibula 12. Hilum 13. Pelvis 14. Nephron 15. Glomerulus 16. Capsule of Bowman 17. Vesico-uretral orifice 18. Trigone VIII. Skull 1. Caldwell s projection a. Crista galli b. Lesser wing of sphenoid c. Greater wing of sphenoid d. Superior orbital fissure e. Petrous ridge f. Parietal bone g. Frontal bone h. Coronal suture i. Temporal bone j. Sphenoid ridge k. Sphenoid air cells l. Nasal septum m. Frontal sinus n. Various anatomical structures involving the mandible as presented in the PA projection 2. Posterior-anterior projection (central ray perpendicular) a. Frontal sinus b. Petrous ridge (compare petrous ridge in this position to that of the Caldwell position) c. Nasal septum d. Sphenoid sinus e. Other adjacent anatomy similar to that found in the Caldwell position f. Pineal gland (if calcified) g. Look for calcium in Falx cerebri, if present 3. Towne, Grashey, and Haas positions a. Lambdoid suture b. Occipital bone c. Posterior clinoid process d. Tegmen Tympani e. The region of vestibule and cochlea 153

154 f. Dorsum sellae g. The head of the mandible h. The bony septum i. Zygomatic arch j. Temperomandibular joint k. Internal auditory canal l. Foramen magnum m. Arcuate eminence 4. Lateral projection a. Anterior clinoid process b. Coronal suture c. Sella Turcica d. Posterior clinoid process e. Dorsum sellae f. Pinna of ear g. Pineal gland, if calcified h. Lambdoid suture i. Petrous ridge j. Lateral sinus plate k. Internal and external acoustic meatus l. Temperomandibular joint m. Basic anatomy of the mandible in profile n. Sphenoid sinus o. Orbital plate or floor of cerebral surface p. Frontal sinus q. Odontoid process 5. Water s projection a. Nasal bones b. Look for calcium in falx cerebri, if present c. Ethmoid air cells d. Maxillary antrum e. Coronoid process of mandible f. Zygomatic arch g. Head of mandible h. Mastoid air cells i. Angle of mandible j. Odontoid process projected through the foramen magnum k. Atlas l. Petrous ridge m. Zygoma (compare zygoma with attachment to zygomatic arch anteriorly and posteriorly) n. Inferior orbit o. Lateral rim of orbit p. Superior orbit q. Nasal septum 6. Facial Bones 154

155 a. Water s projection 1. See Water s projection under skull b. Basilar projection (submentovertex projection) 1. Maxillary antrum 2. Malar eminence 3. Zygoma 4. Zygomatic arch c. Lateral projection 1. Nasal bone 2. Frontal sinus 3. Ethmoid sinus 4. Sphenoid sinus 5. Maxillary antrum 6. Frontal bone 7. Other areas similar to the lateral projection of the skull with the difference being reduced technique with primary interest on the facial bones. d. Towne s projection 1. Towne s projection taken at a reduced technique to demonstrate zygomatic arch e. Superior-inferior intraoral projection with occlusal film 1. The nares 2. Septal cartilage 3. Ala 4. Nasal bone (bones) 5. Bony septum f. Lateral nose soft tissue 1. Nasal bone 2. Septal cartilage 3. Ala g. Exaggerated Water s position 2 methods 1. Extension of the head which changes the angle of the orbitomeatal line from the original 37 degrees. 2. Same as above position except the central ray is angled 20 degrees cephalic. This position also gives an excellent presentation of the orbits. h. Rhese position for external or lateral orbital wall i. Reverse Water s anatomy similar to that of the routine Water s with some exaggeration 7. Mandible a. Towne s position open mouth 1. Head of mandible 2. Neck of mandible 3. Part of the ramus 4. Similar to routine Townes or Grashev except change in technique b. Posterior Anterior projection of the mandible 155

156 1. Head of mandible 2. Neck of mandible 3. Coronoid process 4. Portions of the maxilla 5. Ramus 6. Angle of mandible 7. Symphysis menti 8. Nasal septum 9. Body c. Oblique projection of the mandible the following structures may be seen depending upon the degree of obliquity of the mandible: 1. Temperomandibular joint 2. Head of mandible 3. Mandibular notch 4. Hyoid bone 5. Upper and lower alveolar structures 6. Mental foramen 7. Mental protuberance d. Occlusal film of symphysis e. Lateral projection of the mandible 1. Neck 2. Condyle 3. Ramus 4. Mandibular notch 5. Coronoid process 6. Angle 7. Gonion 8. Body 9. Symphysis menti 10. Mandibular alveolar process 11. Mental protuberance 8. Sinuses a. Caldwell and modified Caldwell projection 1. Frontal bone 2. Frontal sinuses 3. Crista galli 4. Ethmoid sinuses 5. Petrous ridge 6. Maxillary antrum 7. Nasal septum 8. Lesser wing of sphenoid 9. Greater wing of sphenoid Note: The frontal sinuses are particularly well demonstrated in this position and the ethmoid sinuses are also visualized. b. Water s projection 156

157 1. Frontal Sinuses 2. Ethmoid sinuses 3. Nasal turbinates 4. Maxillary antrum (Note: this position is best utilized in demonstrated the maxillary sinuses) 5. Coronoid process of mandible 6. Zygomatic arch 7. Head of mandible 8. Angle of mandible 9. Odontoid process 10. Atlas 11. Foramen magnum 12. Petrous ridge projected beneath the maxillary antrum 13. Inferior orbit 14. Nasal septum 15. Superior orbit 16. Nasal bones 17. Additional anatomy may be seen similar to that projected in the Water s projection for the routine skull or facial bones. Technical factors, however may prevent identical demonstration of anatomical structures in the Water s projection for both sinuses as well as facila bones 18. Foramen rotundum c. Lateral projection 1. All facial bones demonstrated in profile d. Verticomental or submentovertex projection 1. Sphenoid sinuses 2. Head of mandible 3. Angle of mandible 4. Odontoid process 5. Formen magnum 6. Mastoid tips 7. Zygomatic process, if technique allows 8. Ethmoid air cells 9. Zygoma 10. Malar prominence 11. Maxillary antrum 12. Perpendicular plate of ethmoid e. Piri position 1. This position demonstrates the sphenoidal sinuses projected through the open mouth. Other anatomy demonstrated in this is as follows: a. Nasal septum b. Maxillary sinus c. Upper teeth 157

158 9. Optic Foramen a. Rhese position 1. Optic foramen 2. Sphenoid ridge 3. Superior orbital fissure 4. Superior orbit 5. Frontal sinus 6. Petrous ridge b. Camp-Gianturco method c. Parieto-orbital projection (Pfeifer method) Note: The Pfeiffer method tnd the Camp-Gianturco method demonstrate essentially the same anatomy as found in the Rhese projection. 10. Mastoid Process a. Law position (true and part-angulation method), Granger method, Bullitt method, Henschen, Schuller, Lysholm and Runstrom Note: The above methods and positions are representative of lateral projections of the mastoid process and all will include essentially similar anatomy. The anatomy demonstrated is as follows: 1. External auditory meatus 2. Internal autitory meatus 3. Sinodural angle 4. Lateral sinus plate 5. Mastoid tip 6. Head of mandible (condyle) 7. Middle ear and ossicles (with heavier exposures) 8. Mastoid antrum b. Stenvers and Arcelin 1. Petroid ridge 2. Internal auditory canal 3. Area of the cochlea 4. Arcuate eminence 5. Area of a semicircular canal 6. Tegmen tympani 7. Temporomandibular joint 8. Area of the mastoid antrum 9. Review Chausse III position as well as the Chausse procedure for demonstration of fractures of the bony labyrinth c. Mayer position (Owen-Pendergrass projection) 1. External auditory canal to include tympanic cavity 2. Knee of sinus 3. The anterior sinus plate 158

159 4. Squamous and zygomatic cells 5. Petrous pyramid 6. Condyle of mandible d. Towne s projection (Grashey Position) 1. Anatomy similar to that of the routine skull but usually involves additional technical exposure. Specific points of interest involving the mastoid process are as follows: a. Region of the tegmen tympani b. Region of vestibule and cochlea c. Petrous ridge d. Arcuate eminence e. Internal auditory canal f. Mastoid air cells g. Temperomandibular joint e. Hickey position 1. Petrous apex 2. Petrous ridge 3. Arcuate eminence 4. Mastoid air cells and mastoid tip Note: Mastoid air cells and mastoid tip are of particular interest in this position and with reduced technical exposures these are the only areas demonstrated which is the purpose of this position. However, increased exposure factors will allow much of the above anatomy to be demonstrated. If, however, increased exposure factors are utilized, it will be difficult to view the mastoid air cells with a hot light. It is important to note that reduced exposure factors are needed for the demonstration of fluids within the mastoid air cells. 11. Temperomandibular Articulations a. Towne s projection (open mouth) 1. Condyles 2. Neck b. Lateral (Schuller) open and closed 1. Mandibular fossa 2. External and internal auditory meatus 3. Head of mandible 4. Neck of mandible 5. Coronoid process 6. Ramus of mandible c. The mandibular fossa is best shown in the open mouth position. d. The auricular or shadow can be seen in this position as well as in many mastoid and routine skull positions. 159

160 APPENDIX H CLINICAL SUPERVISION REPORT

161 CLINICAL SUPERVISION REPORT Name of Clinical Supervisor: Reporting Period: From to (Circle applicable assignment(s) USA Children=s & Women=s, USA Knollwood, USAMC, during the reporting period): MIMC, SMH, Providence, SRC, HSF, Other Total number of hours Supervisor devoted to: Lecture Student Clinical Supervision Office Hours Laboratory Working with or in consult with Adjunct Clinical Instructors Estimate of total number of exams you observed with each student (Last name & initial): Student Name # Exams Student Name # Exams Total number of successfully completed competencies with all students On the backside of this form, provide an in-progress statement on those students who, in your opinion require additional skills enhancement, and briefly describe the approach you will employ to resolve the stated deficiencies. Note: Attach additional pages as needed. Signature Date 161

162 Student Name: In-Progress Statements : : : : : 162

163 APPENDIX I CLINICAL TRAUMA EVALUATION FORM 163

164 University of South Alabama Department of Radiologic Sciences CLINICAL EDUCATION NIGHTLY EVENING EVALUATION FORM Student Name: Date: Clinical Affliate: This evaluation form is to be completed by the supervising radiographer. The evaluation is to be based upon observations made by the supervising radiographer and other input solicited from staff radiographers. It is designed to provide the student and the University instructors with constructive input on a regular and continuing basis. This evaluation will be used as an aid to identify strengths and weaknesses within the clinical setting and will be used in that context only. A. Technical Ability: ( )Excellent ( )Good ( )Average ( )Below Average ( )Poor B. Patient Care and Safety Skills ( )Excellent ( )Good ( )Average ( )Below Average ( )Poor C. Initiative: ( )Exhibits enthusiasm and initiative in performing assigned tasks; continually seeks out new learning experiences beyond those scheduled or planned. ( )Keeps pace with regular work assignments and occasionally seeks out new learning activities. ( )Requires occasional prodding to keep up with delegated tasks; rarely uses time constructively. ( )Must be continuously prodded to meet responsibilities; completes assigned tasks only because they are required; does not seek out new learning experiences. D. Response to Supervision and Guidance: ( )Consistently collaborates with supervisors to maximize learning and implement optimum patient care. Always remains in assigned area. ( )Willingly accepts supervision and guidance; generally applies recommendations and is receptive to constructive criticism. Consistently remains in assigned area. ( )Sometimes reacts negatively toward supervision; often rejects guidance or fails to apply recommendations. Has difficulty accepting constructive criticism. Frequently leaves assigned are without notification. Comments and/or Recommendation: Evaluating Radiographer Signature: (This evaluation form should be given to the student at the end of the clinical rotation. If there is reason the evaluating radiographer feels the need to hand it personally to a clinical instructor, it can be placed in an envelope marked with attention to the clinical instructor.) Student Signature IN: Time IN: Supervising Radiographer Verification: Student Signature OUT: 164 Time OUT:

165 Supervising Radiographer Verification: 165

166 Appendix J Special Absence Request Form 166

167 University of South Alabama Department of Radiologic Sciences Special Absence Request Form This form must be submitted to the instructor assigned to the student s clinical site, and requires approval by all faculty before the special absence is granted. In the case of emergencies, the form must be submitted immediately upon the student s return to clinic. This request will be considered only if a student has used their allowed 2 absences. The reason must be valid, and approval is not automatic. Please note: failure to submit this request form as directed above will result in absences being treated as stated in the SRM manual after the allowed 2 absences have been exhausted. Student s Name Date for absence request Reason for request: Approved by: Bryan Blow Donna Cleveland Catherine Cooper Misty Davis Chucri Jalkh Dale Smith 167

168 Appendix K Male and Female Uniforms 168

169 Drawstring Scrub Pant Cargo Scrub Pant Elastic Waist Scrub Pant L 7602 L 8555/8501 L 8327 D / D Snap Front V-Neck Tunic Unisex V-Neck Tunic V-Neck Tunic L 8232 D L 7489 Men L 70221/8219 Women D Women D Men The color of the scrubs is ROYAL BLUE. L = Landau D = Dickies 169