Shafuda Sylvia, Daniels Edwin, Karera Abel
Department of Radiography, School of Allied Health Sciences, Faculty of Health Sciences and Veterinary Medicine, University of Namibia, Windhoek, Namibia.
J Med Radiat Sci. 2025 Jun;72(2):225-233. doi: 10.1002/jmrs.854. Epub 2024 Dec 30.
Clinical training is crucial for diagnostic radiography students, bridging theoretical knowledge with practical skills. In resource-constrained settings, this training may face unique challenges that might significantly impact learning outcomes and future practice. Despite its importance, the experiences of diagnostic radiography students during clinical placements remain understudied, particularly in Sub-Saharan Africa. This study aimed to explore and describe the experiences of diagnostic radiography students during clinical training at two resource-constrained Sub-Saharan public hospitals.
A qualitative phenomenological study was conducted using face-to-face, semi-structured interviews with 18 diagnostic radiography students (six each from years 2 to 4) from one participating university. Interviews were audio-recorded, transcribed and analysed using thematic analysis. Trustworthiness was ensured through prolonged engagement, member checking, and researchers' reflexivity. Ethical approval was obtained before data collection commenced.
Three main themes were generated: (1) Clinical Environment Challenges, including equipment shortages and understaffing; (2) Independent Learning and Development, highlighting students' resilience and self-directed learning; and (3) Patient Care Impact, demonstrating students' commitment to quality care despite constraints. Students reported increased confidence and adaptability but also noted negative interactions with healthcare workers and supervision inconsistencies.
Despite significant challenges, diagnostic radiography students demonstrated remarkable resilience and commitment to patient care. However, resource limitations and interprofessional issues pose substantial barriers to optimal learning experiences. These findings highlighted the need for targeted interventions in diagnostic radiography education within resource-constrained settings, including increased investment in equipment and staffing, enhanced interprofessional education, improved supervision models and curriculum enhancements fostering self-directed learning and resilience.
临床培训对放射诊断学专业学生至关重要，它能将理论知识与实践技能联系起来。在资源有限的环境中，这种培训可能面临独特挑战，这可能会显著影响学习成果和未来实践。尽管临床培训很重要，但放射诊断学专业学生在临床实习期间的经历仍未得到充分研究，尤其是在撒哈拉以南非洲地区。本研究旨在探索和描述放射诊断学专业学生在撒哈拉以南非洲地区两家资源有限的公立医院临床培训期间的经历。
采用定性现象学研究方法，对一所参与研究的大学的18名放射诊断学专业学生（二年级至四年级各6名）进行面对面的半结构化访谈。访谈进行录音、转录，并使用主题分析法进行分析。通过长期参与、成员核对和研究人员的反思来确保研究的可信度。在数据收集开始前获得了伦理批准。
产生了三个主要主题：（1）临床环境挑战，包括设备短缺和人员不足；（2）自主学习与发展，突出了学生的适应能力和自主学习能力；（3）对患者护理的影响，表明尽管存在限制，学生仍致力于提供高质量护理。学生们报告说自信心和适应能力有所提高，但也指出与医护人员存在负面互动以及监督不一致的问题。
尽管面临重大挑战，放射诊断学专业学生表现出了非凡的适应能力和对患者护理的奉献精神。然而，资源限制和跨专业问题对最佳学习体验构成了重大障碍。这些发现凸显了在资源有限的环境中对放射诊断学教育进行有针对性干预的必要性，包括增加对设备和人员的投资、加强跨专业教育、改进监督模式以及完善课程以培养自主学习能力和适应能力。
