Karera A, Uugwanga M, Kalondo L, Amkongo M
Department of Radiography, School of Allied Health Sciences, Faculty of Health Sciences and Veterinary Medicine, University of Namibia, P.O Box 13301, Windhoek, Namibia.
Radiography (Lond). 2025 Mar;31(2):102872. doi: 10.1016/j.radi.2025.01.007. Epub 2025 Jan 25.
Patient-centred care (PCC) is essential in radiography for polytrauma patients emphasising empathy, clear communication, and patient well-being. Polytrauma patients require tailored imaging approaches, often involving multiple modalities. Managing and handling these patients during imaging are key components of radiography training to develop the necessary competencies. This study aimed to explore the experiences of third- and fourth-year radiography students in applying PCC during the imaging of polytrauma patients.
A qualitative interpretive phenomenological design was employed to capture the in-depth experiences of third and fourth-year radiography students at the University of Namibia. The study utilised purposive sampling to select participants. Data were collected through face-to-face semi-structured interviews, recorded and transcribed for interpretive phenomenological analysis. Trustworthiness was ensured through credibility, dependability, confirmability, and transferability measures.
Twenty-one students (3 males, 18 females; 10 third-year, 11 final-year) participated. Three interpretive themes shaped the findings: Compassionate Patient Care, reflecting students' commitment to balancing technical accuracy with empathy while managing personal fears; Professional Challenges in Polytrauma Imaging, highlighting emotional trauma, technical challenges, and communication barriers as central obstacles; and Professional Transformation Through Collaboration, illustrating how teamwork and reflective practice fostered growth, confidence, and resilience. The findings highlight the human and transformative nature of students' experiences in imaging polytrauma patients.
This study highlights radiography students' experiences imaging polytrauma patients, emphasizing compassionate care, professional challenges, and collaborative growth. The interplay between technical skills, emotional resilience, and relational competence underscores the need for curricula that address patient-centred care, adaptive problem-solving, and emotional resilience to prepare students for clinical challenges.
Radiography curricula should incorporate emotional resilience training, patient-centred care principles, and adaptive problem-solving to enhance students' preparedness for real-world clinical challenges.
以患者为中心的护理（PCC）在为多发伤患者进行放射检查时至关重要，它强调同理心、清晰的沟通以及患者的福祉。多发伤患者需要量身定制的成像方法，通常涉及多种检查方式。在成像过程中管理和处理这些患者是放射检查培训的关键组成部分，以培养必要的能力。本研究旨在探讨三年级和四年级放射检查专业学生在为多发伤患者成像时应用以患者为中心的护理的经历。
采用定性解释现象学设计，以捕捉纳米比亚大学三年级和四年级放射检查专业学生的深入经历。该研究采用目的抽样法选择参与者。通过面对面的半结构化访谈收集数据，进行记录和转录以进行解释现象学分析。通过可信度、可靠性、可证实性和可转移性措施确保研究的可信度。
21名学生（3名男性，18名女性；10名三年级，11名四年级）参与了研究。三个解释性主题形成了研究结果：富有同情心的患者护理，反映了学生在管理个人恐惧的同时，致力于在技术准确性和同理心之间取得平衡；多发伤成像中的专业挑战，突出了情感创伤、技术挑战和沟通障碍是核心障碍；通过协作实现专业转变，说明了团队合作和反思性实践如何促进成长、信心和恢复力。研究结果突出了学生在为多发伤患者成像时经历的人性化和变革性本质。
本研究突出了放射检查专业学生为多发伤患者成像的经历，强调了富有同情心的护理、专业挑战和协作成长。技术技能、情感恢复力和关系能力之间的相互作用强调了课程设置的必要性，这些课程应涵盖以患者为中心的护理、适应性问题解决和情感恢复力，以使学生为临床挑战做好准备。
放射检查课程应纳入情感恢复力培训、以患者为中心的护理原则和适应性问题解决方法，以提高学生应对现实临床挑战的准备程度。
