Instructions. Print out all three tabs of the guide to be used as a reference.

Transcription

1 Instructions For the Learner 1) The purpose of the observation checklist is to help evaluate the skills obtained from the course. It is also a reference and reminder for what was learned in this course. 2) It can be used to identify areas of in-hospital training. 3) This tool can also help to show an increase in skills obtained and dedication to job performance improvement. For the Evaluator 1) The purpose of this observation checklist is to understand the content and materials discussed during the 2) It can be used to identify areas where in-hospital training is needed and utilization of hospital specific 3) It allows the evaluator to observe and rate employee performance based on consistent and specific criteria. It aids in identifying areas of employee proficiency and serves as a tool for mentoring, career pathing and identifying areas for development for the employee. 4) This can be incorporated into performance evaluations. It can also be included as part of the employee's record for reference. Instructions Print out all three tabs of the guide to be used as a reference. 1) The observation checklist is : *Divided into sections consistent with course content *Provides an outline of skills and information to be obtained from the course *Allows for notes, comments and guidance from the evaluator on how to best develop skills 2) The evaluator's reference is: *Divided into sections consistent with course content *Provides an outline of skills and information to be obtained from the course *Is to be used to assist in consistent evaluation of skills performed and to give guidance and mentoring for further skill development Evaluator Scale 1) To show that if expectations are met, the learner recalls the information from training on a basic level 2) If the learner does not recall the information, the scale will reflect that the learner does not meet this expectation. Further development and additional demonstration of skills are needed; retaking the course may be suggested for development as well 3) If the learner does recall the information and is able to explain and apply the skills with a level of problem solving and comprehension, the scale will reflect that they have exceeded expectation. Further development and skill advancement can be recommended. Rating Scale Exceptional = Course content mastered Exceeds Expectations = Course content executed well Meets Expectations = Course content demonstrated Needs Improvement = Course content demonstrated with guidance Unsatisfactory = Course content not demonstrated

2 Observation Checklist Employee Name Position in Hospital Hire Date Competency Radiology Learning Module Radiation Safety Radiation Everywhere Located MSDS forms in the hospital Review current hospital standard operating procedure on how to handle Example Locate hospital MSDS forms Csmith 7/31/2013 Exceeds Expectations and was able to explain the importance of the form chemical spills or reactions based off of the guidance of the MSDS form 1) Demonstrate knowledge of the concept of not fearing radiation but respecting it. 2) Identify the difference between Ionizing vs. Non-Ionizing 3) Identify the difference between Ionizing Somatic and Genetic Health Impact 4) Utilize knowledge to identify groups of individuals at higher occupational hazard risk Exposure Limits and Personnel Monitoring 5) Demonstrate awareness of annual radiation exposure limits per governing country 6) Describe what the role of dosimeter badge is

3 Observation Checklist 7) Demonstrate knowledge on how to read a dosimeter badge report 8) Demonstrate knowledge on how radiation is generated from a radiology machine 9) Describe scatter radiation As Low As Reasonably Achievable (ALARA) 10) Demonstrate knowledge of the ALARA Principle 11) Demonstrate knowledge of the ALARA Principle - TIME 12) Demonstrate knowledge of the ALARA Principle - DISTANCE 13) Demonstrate knowledge of the ALARA Principle -SHIELDING Responsibilities 14) Identify personal responsibilities when performing radiographs 15) Demonstrate knowledge of local regulatory agencies that oversee occupations that perform radiology procedures

4 Radiation Everywhere 1) Demonstrate knowledge of the concept of not fearing radiation but respecting it. 2) Identify the difference between Ionizing vs. Non-Ionizing Radiation 3) Identify the difference between Ionizing Somatic and Genetic Health Impact 4) Utilize knowledge to identify groups of individuals at higher occupational hazard risk Take the time to understand radiation so as to not receive the negative consequences of large volumes of radiation repeatedly without protecting yourself appropriately. Ionizing radiation can hurt living cells; type of radiation from radiology machines Somatic - damage to the body (Cancer, thyroid cancer, skin burns); Genetic - damage to the DNA (genetic mutations or congenital malformations) Woman of child-bearing age; pregnant; under 18 years Exposure Limits and Personnel Monitoring 5) Demonstrate awareness of annual radiation exposure limits per governing country 6) Describe what the role of dosimeter badge is 7) Demonstrate knowledge on how to read a dosimeter badge report United States - Nuclear Regulatory Commission: Whole body mrem; Any organ, skin, extremity mrem; lens of eye mrem; embryo mrem; Canada - International Commission on Radiological Protection (ICRP): Whole body - 20mSV; Any organ, skin, extremity msv; Lens of eye msv Measures occupational exposure to radiation Per Hospital Guidelines; Period, Quarter, Year and Lifetime reasons

5 8) Demonstrate knowledge on how Determine image; apply settings based off of radiation is generated from a weight or measurement; don PPE; position patient; radiology machine adjust collimator to appropriate landmarks; press trigger or pedal to obtain image 9) Describe scatter radiation Primary beam is generated, scatter is the random splintering effect of the primary beam as it impacts the patient or table; it is what your PPE is meant to protect you from; not the primary beam As Low As Reasonably Achievable (ALARA) 10) Demonstrate knowledge of the ALARA Principle 11) Demonstrate knowledge of the ALARA Principle - TIME Take precautions and make efforts to maintain exposures to radiation as far below the dose limit recommendations as v-troughs, tape and sandbags to limit or eliminate people in the room and ease patient discomfort

6 12) Demonstrate knowledge of the ALARA Principle - DISTANCE through: o Positioning devices o Lean away from the table o Never allow any part of your body to be in the primary beam is the visual representation of where the primary beam will be focused primary beam AT ALL TIMES! positioning devices, table or anything it causes a splintering effect of radiation that is called scatter radiation so important

7 13) Demonstrate knowledge of the ALARA Principle -SHIELDING be in the primary beam at any time radiation bunched manner, this leads to damage approximately every 6 months and a log kept of the results Responsibilities 14) Identify personal responsibilities when performing radiographs 15) Demonstrate knowledge of local regulatory agencies that oversee occupations that perform radiology procedures Take safety training; be aware of hospital guidelines for radiation; wear PPE and dosimeter badge; follow ALARA principles; maintain personal and patient safety at all times OSHA, AAHA, State Veterinary Medical Board, AVMA; EPA, NCRP ; Hospital Guidelines State and local regulatory agency sites