An exploration of values-based radiography from the perspective of the service user

This article presents the patient outcomes of a CoRIPS funded study which investigated the values of patients in both a diagnostic and therapeutic setting. Little work has been conducted to ascertain patient values and these have previously been presumed.

The study used focus groups, conducted by two experienced researchers, to allow participants the opportunity to discuss their values during imaging examinations and therapeutic treatments. The resultant discussions were audio recorded and transcribed before a thematic analysis was conducted. A sample of the data was reviewed by both researchers to demonstrate credibility and confirmability.

The main themes identified were related to radiographer professional skills, communication and compassion. Both diagnostic and therapeutic participants shared values despite the difference in their examinations and treatments. They valued being seen as an individual and felt that radiographer communication contributed to this. Patients value being able to access information to help them prepare for their examination or treatment. During the examination they value the skills of the radiographer which they assumed. The patients also value the radiographer taking their time over the examination as they relate this the quality of the examination or treatment. After the imaging or treatment they valued being able to see their images and have their questions answered. Patient responses suggested that their values were not always met in practice.

The values of the patients were successfully explored using focus groups. Patient values relate to radiographer professional skills, communication and compassion. Patients do not always have their values met during their examinations and treatments. Radiographers in practice should be mindful that patients value being treated as individuals and be provided with information throughout their imaging and treatment. Recommendations for practice were identified.