Faculty of Medicine and Health, Sydney School of Health Sciences, Discipline of Medical Imaging Science, The University of Sydney, NSW, Australia.
Faculty of Medicine and Health, Sydney School of Health Sciences, Discipline of Medical Imaging Science, The University of Sydney, NSW, Australia.
Radiography (Lond). 2022 May;28(2):492-498. doi: 10.1016/j.radi.2021.11.001. Epub 2021 Nov 24.
Diagnostic radiography (DR) students experience situations that affect their emotional wellbeing during clinical placements. This study aimed to investigate factors that contribute to students' reduced wellbeing on clinical placements, and to identify responses to situations that are considered challenging.
An online survey was employed to collect data from five cohorts in the undergraduate (UG) and graduate entry masters (GEM) DR programs (n = 461 enrolled students). Questions related to experiences with health professionals, clinical work area or patient presentations that were considered to reduce wellbeing. Data on personal reactions to challenging situations, and strategies that could better prepare students for coping were also collected. Quantitative and qualitative data were analysed using descriptive statistics and thematic analysis respectively.
155 completed surveys were returned (33.6% response rate). Regarding health professionals, 21.4% of participants (33/154) indicated either 'agree' or 'strongly agree' that a prior interaction with a radiographer had contributed to reduced wellbeing. The highest agreement for work area was emergency department (23/66, 34.8%). For patient presentations, 78.1% (n = 121/155) of responses related to 'patients in suffering', with differences between UG and GEM students (p = 0.027). The majority of responses to challenging situations was 'focused on the task of imaging' (n = 103/155, 66.5%), and 58.7% (n = 91/155) of participants indicated that listening to other students' personal experiences would assist them in the future. Four main themes emerged from the qualitative data: 'student role and expectations', 'emotional impact of a patient's presentation', 'interaction with radiographers' and 'personal experience'.
Emotional challenges exist in the clinical environment. Experiences affecting wellbeing in the clinical setting are diverse among DR students, and students may lack preparedness to deal with them.
Support strategies and educational interventions are recommended in order to support students' wellbeing.
诊断放射学（DR）学生在临床实习期间会遇到影响其情绪健康的情况。本研究旨在调查导致学生在临床实习期间幸福感降低的因素，并确定应对被认为具有挑战性的情况的反应。
采用在线调查的方式，从本科（UG）和研究生入学硕士（GEM）DR 课程的五个年级（n=461 名注册学生）中收集数据。问题涉及被认为降低幸福感的与卫生专业人员、临床工作区或患者表现相关的经历。还收集了关于对具有挑战性的情况的个人反应以及可以更好地为学生应对这些情况做准备的策略的数据。使用描述性统计和主题分析分别对定量和定性数据进行分析。
共收回 155 份完整的调查问卷（回复率为 33.6%）。关于卫生专业人员，21.4%的参与者（33/154）表示，与放射技师的先前互动导致了幸福感降低。对工作区的最高共识是急诊部（23/66，34.8%）。对于患者的表现，78.1%（n=121/155）的回答与“处于痛苦中的患者”有关，UG 和 GEM 学生之间存在差异（p=0.027）。对具有挑战性的情况的大多数反应是“专注于成像任务”（n=103/155，66.5%），58.7%（n=91/155）的参与者表示，听取其他学生的个人经验将有助于他们未来。从定性数据中得出了四个主要主题：“学生角色和期望”、“患者表现的情绪影响”、“与放射技师的互动”和“个人经验”。
临床环境中存在情感挑战。DR 学生在临床环境中影响幸福感的经历多种多样，学生可能缺乏应对这些经历的准备。
建议采取支持策略和教育干预措施，以支持学生的幸福感。
