Evaluating the co-production of specialist online education: A comparative case study of interventional radiology and cardiac catheter laboratory practice.
Accredited continuing professional development opportunities for healthcare professionals working in Interventional Radiology and Cardiac Catheter Laboratory settings are limited. To address this gap, a Higher Education Institution, in partnership with clinical stakeholders, co-developed bespoke onl...
| Publicado en: | Radiography Vol. 32; no. 6 |
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| Autores principales: | , |
| Formato: | research Journal Article |
| Publicado: |
W B Saunders
Sep2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=196767249&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 196767249 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10788174 DPD jtl: Radiography issn: 10788174 maglogo: N pubinfo: dt: Sep2026 vid: 32 iid: 6 pid: 1351 pub: W B Saunders place: Philadelphia, Pennsylvania artinfo: ui: 196767249 196767249 196767249 10.1016/j.radi.2026.103534 196767249 ppct: 1 formats: tig: atl: Evaluating the co-production of specialist online education: A comparative case study of interventional radiology and cardiac catheter laboratory practice. aug: au: Sturgeon, D. Richardson, A. affil: School of Health Science, University of East Anglia, Norwich Research Park, Norwich, NR4 TJ, United Kingdom sug: subj: Online Education Nurses Education Radiologic Technologists Education Cardiovascular System Physiology Allied Health Personnel Education Curriculum Development Course Evaluation Attitude of Health Personnel Education, Continuing Professional Development Heart Catheterization Education Radiology Service Education Human Comparative Studies Case Studies Outcomes of Education Education, Interdisciplinary Curriculum Administrative Personnel Education Semi-Structured Interview Questionnaires Document Analysis Thematic Analysis Professional Knowledge Schools, Health Occupations Learning Health Services Needs and Demand Teaching Methods Stakeholder Participation Health Labor Supply Heart Catheterization ab: Accredited continuing professional development opportunities for healthcare professionals working in Interventional Radiology and Cardiac Catheter Laboratory settings are limited. To address this gap, a Higher Education Institution, in partnership with clinical stakeholders, co-developed bespoke online distance-learning modules for nurses, radiographers, and cardiac physiologists. This study explores the development, implementation, and perceived value of these modules. A comparative case study explored the development, delivery, and early outcomes of two co-produced online continuing professional development modules. Delivered over twelve weeks, each module comprised six multidisciplinary learning blocks with a shared curriculum for nurses, radiographers, and cardiac physiologists. Participants included ten clinical, managerial, and educational stakeholders and twenty post-registration healthcare professionals. Data were collected through semi-structured interviews, questionnaires, and document analysis. Data were analysed using Braun and Clarke's thematic analysis, with triangulation enhancing credibility. Findings from interviews, questionnaires, and document analysis were consistent, showing that both modules supported interprofessional learning, specialist knowledge development, and workforce flexibility. Co-production between the Higher Education Institution and clinical stakeholders enhanced curriculum authenticity by aligning learning with real-world service needs. Clinician-led delivery increased credibility and subject expertise but presented sustainability and succession planning challenges. Co-production between Higher Education Institutions and clinical stakeholders can meaningfully support workforce development at local, national, and international levels. However, within a market-driven higher education context, such initiatives represent high-risk investments and require strategic planning to ensure long-term sustainability. Partnerships between Higher Education Institutions and clinical stakeholders can strengthen specialist workforce development through relevant accredited continuing professional development. Sustaining provision requires succession planning, educator capacity, and long-term investment to reduce reliance on individual clinical champions and maintain workforce flexibility. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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