An analysis of changes in practice introduced during an educational programme for practitioner-led swallowing investigations

Abstract 

Aim

With an expanding elderly population, demand for radiological evaluation of dysphagia is likely to grow. Radiographers and speech and language therapists (SLTs) have been encouraged to advance their role and they now perform swallowing studies in some hospitals. An academic programme was designed to support practitioners to develop their role in swallowing evaluation, evidenced by a clinical portfolio. This study aimed to investigate the nature of any changes in practice that were introduced by practitioners as a consequence of attendance on the module.

Materials and methods

Documentary analysis was undertaken of the portfolios of 16 radiographers and 8 SLTs, to identify any changes in practice initiated by the students. Practice changes were coded and grouped into themes.

Results

Practitioners had a mean of 15.2 years post-qualification experience (range 5–37), and a mean of 4.5 years working in the gastrointestinal field. Practitioners introduced between 4 and 19 practice changes (mean of 9), which could be categorised into three main areas of potential service improvement: communication; protocols and safety; quality assurance and audit. New services were introduced, including the introduction of practitioner-led services in 15/24 (62.5%) individuals.

Conclusion

Without the academic underpinning knowledge and critical evaluation of practice promoted within the module, it is improbable that these practice changes would have been introduced as quickly, if at all. Practitioner-led swallowing services clearly have a place in the changing health service, and attendance on an academic programme of study can facilitate service developments by encouraging practitioners to engage in evidence-based practice.

Keywords: Deglutition disorders, Fluoroscopy, Education, professional, Professional competence, Practice guidelines, Barium