Radiographer as healthcare professional (5 cr)

Objective

The students
- are able to explain the structures and operating principles of an imaging and radiotherapy service organisation
- understand their role and responsibilities as radiographers as part of the healthcare operating environment
- are able to define their own activities as radiographers in terms of legislation
- internalise the importance of customer service and patient guidance
- are able to work in a customer-oriented way and understand customer diversity and the role of customer experience on impactful services
- are able to communicate orally and in writing in Swedish in patient work in their field
- know the basic concepts of their field in Swedish and are able to use Swedish patient instructions in their work
- can use simple statistical methods

Content

Swedish
Key legislation related to the work of a radiographer
Social welfare and healthcare operating environment
Customer service and patient guidance in the work of a radiographer
Customer at the core of services
Examination and treatment process in clinical radiography
Visual presentation and analysis of dose data (basics of statistical mathematics)

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

Assessment criteria
0–5
For evaluation criteria, see the attachment.
Assessment criteria for beginners and advanced level are applied.

Second domestic language evaluation criteria:
The student can communicate in their most typical general and field-specific professional situations
in working life. The student can write simple texts with a reasonable amount of consistency. There
may be errors, but the message comes across nevertheless. The student takes part in simple
interaction, but often needs help from other speakers. The student is comfortable with everyday
vocabulary and the vocabulary of their own field, but inaccuracies and the influence of other
languages may make it difficult to get the message across. The student uses the commonest basic
structures in a one-sided way and sometimes incorrectly. The student can pronounce
understandably but not like a native, and the slowness makes it difficult to assess how well the
message may get across.

Assessment criteria, good (3)

Second domestic language evaluation criteria:
The student can communicate reasonably well in their daily general and field-specific professional
situations in working life. The student is able to write a text with coherent content, getting the
message across, and is proactive in interaction in common situations in the field. The student is
reasonably fluent in basic vocabulary of their field and general language. Word choices may
sometimes be inaccurate and the sentence structures imperfect, but these do not interfere with the
communication. The student pronounces understandably, and pauses in the flow of speech do not
prevent the message from getting across.

Assessment criteria, excellent (5)

Second domestic language evaluation criteria:
The student can communicate in versatile and demanding general and field-specific professional
situations in working life. The student can write clear and detailed text in a way that is suitable and
accurate for the situation. The student takes an active part in interaction in a way that is appropriate
in professional situations. The student speaks fluently and effortlessly and takes into account the
other speakers. The student uses general vocabulary and the vocabulary in their own field in a
versatile way, making very few grammatical errors. The student pronounces clearly and the speech
sounds natural.