Program Description & Details
NMU radiography program offers a learning opportunity in the radiologic sciences; which allows a graduate the ability to prosper as a professional entry-level radiographer or seek further advancement through the diverse opportunities in diagnostic imaging. The radiography program is a five-semester, consecutive 21-month program divided into theory and clinical practicum components.
Explore the information on this page to gather detailed information on NMU's radiography degree program.
Our philosophy is to provide our students the highest quality of education with the most efficient use of our resources. The comprehensiveness of our academic offerings provides: opportunities for instruction to students from a broad range of ability levels and interests, placement of staff members and the radiography student in a one-on-one relationship of guidance and feedback during instruction, and adaptability to balance the evolution of diagnostic imaging in healthcare for personal and professional success.
GOAL 1: Clinical Competency - To produce graduates who are clinically competent and proficient entry-level radiographers.
- Learning Objective - Students will apply proper patient positioning skills to obtain diagnostic images.
- Learning Objective - Students will utilize appropriate radiation protection practices for patient, self, and others
GOAL 2: Communication - To develop graduates who communicate effectively in both the clinical and professional settings.
- Learning Objective- Students will demonstrate effective oral communication skills when interacting with patients, families, and healthcare team members.
- Learning Objective - Students will demonstrate effective written communication skills (e.g. in patient documentation and professional correspondence).
GOAL 3: Critical Thinking and Problem-Solving Skills - To develop graduates who utilize critical thinking and problem-solving skills to make sound clinical decisions.
- Learning Objective- Students will adapt standard radiographic procedures for non-routine patients (e.g. trauma, uncooperative, or age-specific conditions).
- Learning Objective- Students will accurately evaluate radiographic images to determine diagnostic quality and identify necessary adjustments.
Radiography Program Policies
General university policies can be found in the NMU Student Handbook. Policies specific to Radiography and the Clinical Science department can be found below.
Students accepted into the program must agree in writing to abide by all didactic and clinical policies. Failure to comply with program policies may result in dismissal from the program. Clinical attendance and other program policies can be reviewed in the Student Policy Handbook or Clinical Practicum Portfolio located under each titled section.
Students will complete a program orientation in August, at which time they will receive the student handbook, clinical portfolio and all pertinent information pertaining to the program.
Students completing their clinical practicum for semesters three through five will complete an orientation for their affiliate clinical site at that site.
Northern Michigan University may accept transfer credit for previous general education course work according to university policies. Transfer credit for general education courses will not reduce the five (5) semester requirement to graduate the radiography program.
Transfer credit from other radiography programs, which is specific to radiography, will not be accepted.
Didactic instruction is provided by physical or distance classroom attendance. Students completing their 3-5 semester clinical practicums have the option to attend class by teleconferencing or the assigned classroom.
Continuity of learning to distant students will be provided by:
- Hard packet copies – handouts, reference material, assignments, quizzes, and tests provided through the health systems courier, U.S. mail or fax
- Quizzes and tests will be proctored by the affiliate clinical instructor or designated replacement
- Electronic quizzes, tests or student grades are student selected password-protected
- Faculty check-ins and tutorials to facilitate one-on-one interaction will be facilitated by telephone, e-mail, blogs, wikis or discussion groups
- Didactic lecture will be provided by teleconferencing
- Teleconferencing difficulties will be addressed by using a backup mobile conferencing system or Skype
- Additional e-learning systems such as the Accordant System, podcasts and DVDs will be used
Students completing a RAD course through distance learning will:
- Not be charged an additional fee.
- Be reviewed on the same grading scale as those students present.
- Be provided a course/instructor evaluation. Course/instructor evaluations are completed electronically.
Distance students have the right to attend didactic lecture at any time they feel appropriate in the program classroom.
Program publications – application packet, website, public relations articles and the student policy manual will advise applicants/students of the availability of distance learning. In addition, university advisors and program faculty will be available to answer student concerns.
Program faculty, by assessing how existing tools may be used to develop effective distance learning strategies will provide students in distance learning the resources to achieve an equitable educational experience.
A student’s academic and clinical performance will be evaluated at the end of each semester. To remain in good standing, an 80 percent or higher must be maintained in each academic course and an 83percent or higher must be maintained in the clinical educational component (clinical practicum portfolio).
A student who does not achieve the minimum grade for an academic course or clinical portfolio will be dismissed from the program. Students are provided remediation during the progression of a course. It is the student’s responsibility to be aware of their course grade status and facilitate remediation when necessary. Course final grades will not be rounded. A final grade of 79.9 will result in course failure and program dismissal.
Students are to behave in a professional manner at all times in order to achieve our goal of providing patient care at the highest standards possible. Students must review the Standards of Ethics by the American Registry of Radiologic Technology at www.ARRT.org.
Requirements for graduation are as follows:
- All academic assignments must be complete.
- All clinical competency requirements must be complete.
- All clinical education requirements and documentation must be complete.
- Students must maintain a minimum average of 80% in each academic course.
- Students must maintain a minimum average of 83% in each clinical practicum.
- All tuition and fees must be paid in full.
- Eligibility to write the ARRT examination is subject to review by the program director and clinical education coordinator.
Performance Standards
All diagnostic imaging students are required to perform a wide variety of activities as a proficient health care giver. As a student in Imaging, your clinical practicum will require you to actively participate in providing patients with specific health care services while obtaining diagnostic images. The following performance standards (cognitive, sensory, affective and psychomotor) are provided to assist students in determining whether accommodations or modifications are necessary for the student to meet program requirements. Students who identify potential difficulties with meeting the performance standards must communicate their concerns to the Student Services department as well as the program director. Determination is made on an individual basis whether the necessary accommodations or modifications can be made reasonably.
| Never | Sometimes 1-30% | Frequently 31-75% | Always 76-100% | Job Essential | ||
| Yes | No | |||||
| SPEECH Communication abilities sufficient for interaction with others in verbal form. | ||||||
| Speak English with clarity | X | X | ||||
| Communicates in English with clarity | X | X | ||||
| HEARING Auditory ability sufficient to monitor, assess and acquire health needs and information. | ||||||
| Conversation | X | X | ||||
| Telephone | X | X | ||||
| SIGHT Visual ability sufficient for observation and assessment in patient care and the evaluation of a diagnostic image. | ||||||
| Natural or corrected without assistance | X | X | ||||
| Depth perception | X | X | ||||
| Color vision | X | X | ||||
| Working in low light | X | X | ||||
| SMELLING | ||||||
| Ability to detect odors. | X | X | ||||
| MOBILITY Physical abilities to move from room to room and maneuver equipment; using each extremity (R and L) as applicable. | ||||||
| Lift, push, or pull 75 pounds | X | X | ||||
| Shoulder | X | X | ||||
| Arm | X | X | ||||
| Neck | X | X | ||||
| Stand unassisted (no cane or crutch) | X | X | ||||
| Move about facility | X | X | ||||
| Bending | X | X | ||||
| Crawling | X | X | ||||
| Kneeling | X | X | ||||
| Twisting body | X | X | ||||
| Running | X | X | ||||
| Walk unassisted (no cane or crutch) | X | X | ||||
| Climbing (stairs) | X | X | ||||
| Never | Sometimes 1-30% | Frequently 31-75% | Always 76-100% | Job Essential | ||
| Yes | No | |||||
| REACHING Using each extremity (R and L) as applicable. | ||||||
| Overhead | X | X | ||||
| In front of body | X | X | ||||
| Down | X | X | ||||
| GRASPING Using each extremity (R and L) as applicable. | ||||||
| Overhead | X | X | ||||
| In front of body | X | X | ||||
| SITTING | ||||||
| Ability to sit | X | X | ||||
FINE MOTOR SKILLS | ||||||
| KEYBOARDING | ||||||
| Hands | X | X | ||||
Fingers/tactile sense (ability to feel when touching) | X | X | ||||
| Wrist | X | X | ||||
| COORDINATION | ||||||
| Eye/hand/foot with both hands/arms/feet | X | X | ||||
COGNITIVE/MENTAL FACTORS | ||||||
| REASONING | ||||||
| Ability to focus, concentrate, memorize | 100 | X | ||||
Deal with abstract and concrete variables, define problems, collect data, establish facts and draw valid conclusions | 100 | X | ||||
Interpret instructions furnished in oral, written, diagrammatic or schedule form | 100 | X | ||||
Deal with problems varying from standard situations | 100 | X | ||||
Carry out simple to complex writing and oral instructions | 100 | X | ||||
| Carry out at least one or two step instructions | 100 | X | ||||
| MATHEMATICS | ||||||
Complex skills – business math, algebra, geometry or statistics | X | X | ||||
Simple skills – add, subtract, multiply and divide whole numbers and fractions Calculate time and simple measurements |
| X | X | |||
| Never | Sometimes 1-30% | Frequently 31-75% | Always 76-100% | Job Essential | ||
| Yes | No | |||||
| READING | ||||||
Complex skills – comprehend medical records, manuals, journals, instructions in use and maintenance of equipment, safety rules and procedures and drawings | X | X | ||||
Simple skills – comprehend simple instructions or notations from a book | X | X | ||||
Ability to read data on paper and then input to a computer | X | X | ||||
| WRITING | ||||||
Complex skills – prepare medical documentation, report summaries using prescribed format and conforming to all rules of punctuation, spelling, grammar, diction and style | X | X | ||||
Simple skills – English sentences containing subject, verb and object; names and addresses, complete job application or notations in a log book
| X | X | ||||
| PERCEPTION | ||||||
Spatial – ability to comprehend forms in space and understand relationships of plane and solid objects; frequently described as the ability to “visualize” objects of two or three dimensions, or to think visually of geometric forms
| X | X | ||||
Form – ability to perceive pertinent detail in objects or in pictorial or graphic material; to make visual comparisons and discriminations and see slight differences in shapes and shadings of figures and widths and lengths of line
|
| X | X | |||
| Never | Sometimes 1-30% | Frequently 31-75% | Always 76-100% | Job Essential | ||
| Yes | No | |||||
| CLERICAL | ||||||
Ability to perceive pertinent detail in verbal or tabular material; to observe differences in copy, to proof-read words and numbers and to avoid perceptual errors in arithmetic computations | X | X | ||||
| DATA | ||||||
Synthesize, coordinate, analyze, compile, compute, copy and compare | X | X | ||||
| PERSONAL TRAITS | ||||||
| Ability to comprehend and follow instructions | X | |||||
| Ability to perform simple and repetitive tasks | X | |||||
Ability to maintain a workplace appropriate to a given workload | X | |||||
| Ability to influence people | X | |||||
| Ability to perform complex or varied tasks | X | |||||
Ability to make generalizations, evaluations, or decisions without immediate supervision | X | |||||
Ability to accept and carry out responsibility for direction, control and planning | X | |||||
Ability to meet requirements of procedural standards of speed and accuracy | ||||||
| Ability to handle stress | X | |||||
| ENVIRONMENTAL FACTORS | ||||||
| Works indoors | X | X | ||||
| Works outdoors | X | X | ||||
| Exposure to high/low temperatures/humidity | X | X | ||||
| Being around moving machinery | X | X | ||||
Exposure to dust, fumes, smoke, gases, odors, mists or other irritating particles | X | X | ||||
| Exposure to toxic or caustic chemicals | X | X | ||||
| Exposure to excessive noises | X | X | ||||
Exposure to radiation, electrical or magnetic Energy | X | X | ||||
| Exposure to solvents, grease or oils |
| X | X | |||
| Never | Sometimes 1-30% | Frequently 31-75% | Always 76-100% | Job Essential | ||
| Yes | No | |||||
| Working in confined spaces | X | X | ||||
| Using a computer monitor | X | X | ||||
| Works alone | X | X | ||||
| Works around others | X | X | ||||
Exposure to blood and other potentially infectious material | X | X | ||||
| ALLERGIES/SENSITIVITIES | ||||||
| Tolerance to Latex | X | X | ||||
| Other allergies to chemicals, etc. | X | |||||
| SAFETY EQUIPMENT - REQUIRED | ||||||
| Safety glasses | X | |||||
| Face mask/ face shield | X | |||||
| Protective clothing | X | |||||
| Protective gloves | X | |||||
| Radiation protection apparel | X | |||||
Diagnostic Imaging Student Activities:
| Examples of activities expected of a diagnostic imager: | |
| Communication | Explain diagnostic imaging procedures, initiate health teaching, document and interpret other health care members actions and patient responses |
| Mobility | Move around diagnostic imaging work spaces and patient rooms; administer BLS and AED |
| Motor skills | Calibrate and operate diagnostic imaging equipment; position patients; administer contrast media |
| Hearing | Hear imaging exposure signal, monitor alarms, emergency signals; verbal information from patients, health care givers and phone |
| Visual | Observe patient responses, recognize physical changes; distinguish shades of gray on a diagnostic image or monitor |
| Tactile | Perform activities related to patient care: catheter insertion, venipuncture, vital signs, oxygen administration |
| Intellectual Capacity | Select proper technical exposure factors to the individual needs of the patient; review and evaluate diagnostic images in relation to proper exposure factors and positioning of anatomic parts |
| Cognitive Abilities | Respond to a patient’s concerns and questions in a timely manner with appropriate responses; respond to emergent situations; Work effectively in a team environment |
Clinical Portfolio Overview
Student clinical performance will be documented by completion of a clinical practicum portfolio each semester. A student will demonstrate progress appropriate for each semester clinical practicum and their advancement in the program by a satisfactory clinical portfolio of 83% or higher. The clinical portfolio is a flexible document designed to emphasize active student involvement. A clinical portfolio provides a student with the responsibility and options to play an active role in their clinical performance and grade. A portfolio reflects a student’s strengths and weaknesses and promotes assertiveness for each individual.
The evaluation of each semester portfolio grade will be based upon specific identified criteria. It is the student’s responsibility to complete the Portfolio and submit it to the faculty the last day of each semester. The clinical practicum portfolio grades for each semester will be averaged to provide a final clinical semester grade.
A student clinical practicum portfolio will include:
- Rotation participation tally entries
- Attendance record
- Absence/tardy
- Affective/professional performance evaluation
- Student self assessments
- Radiographic procedure criteria
- Clinical competencies (masteries)
- Image analyses
- Student repeat analysis
- Clinical practicum task inventory
- Critical thinking skills
- Radiation monitors
- Awards/demerits
A student’s grade will be a combined achievement of the above course objectives. Each objective will first be evaluated separately and then combined for the final grade.
Due to time constraints required in a sequential clinical practicum, clinical portfolios may not be repeated. Therefore, it is imperative that students complete each clinical portfolio with a satisfactory grade to be eligible for advancement to the next semester and program completion. A student that does not achieve the minimum grade of 83% in a clinical portfolio will be dismissed from the program. Students are provided feedback on less than acceptable evaluations during the progression of each semester. It is the student’s responsibility to be aware of their course grade status and facilitate remediation when necessary.
Revised 7/12
Introduction:
- What is your occupation and job title?
- How did you become interested in this type of work?
- Why did you choose this career?
- How did you get your job with this institution?
Qualifications:
- What type of education and/or training was required?
- What classes did you take in high school that prepared you for your job?
- What personality traits are important for this job?
- What kind of technical knowledge is required for this job?
- How are technical demands increasing or changing?
Duties:
- What job duties are you required to perform?
- Do you work a shift?
- How many hours a week do you typically work?
- What choices do you have in making your work schedule?
- Are certain times busier than others?
Salary and Benefits:
- What are the salary ranges for different levels in this field?
- What is the opportunity for advancement?
- How are raises earned?
Personal Satisfaction:
- What do you like best about your job?
- What do you like least about your job?
- What kinds of job opportunities are there?
- What kind of personal satisfaction do you receive from your job?
Miscellaneous:
- What advice would you give a student interested in this field?
- What changes do you see in this field within the next 5-10 years?
The Faculty/Student Educational Continuum
Faculty instruction is a process that changes to meet the needs of the student as they progress and become self-reliant. All students will receive equitable learning opportunities but may not be directed in the same manner. A student will be assessed for knowledge and skill levels with instruction adjusted to fit the needs of the individual. Faculty will provide direction and motivation for student learning, but it is the student’s responsibility to process, apply and retain materials provided, shifting the ownership of the outcome of the educational experience to the student
| Direct | Guide | Advise | Facilitate | Support | |
| Faculty Responsibility | Define what, how, when, where, why | Specify what, how, when, where, why | Suggest requirements and resources Confront Issues | Ask questions Foster self-discovery | Interpret need is available for help if required |
| Student Responsibility | Listen Compile Follow directions | Study course material and relationships Ask questions Retain material | Clarify requirements and resources Make decisions | Find own answers Begin to take ownership | Make own path Demonstrate self-reliance Demonstrate self- confidence |
| Ownership of Outcome | Faculty Owns | Faculty and Student Ownership | Student Owns | ||