Clinical Medicine Research

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Effect of Clinical Placement; the Radiography Student in Ghana

Received: Jan. 30, 2015    Accepted: Feb. 02, 2015    Published: Mar. 21, 2015
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Abstract

Background: The clinical setting is one of the most valuable resources available to training institutions to prepare students to competently care for patients and also execute certain tasks with little or no supervision. Aim: To examine the impact of clinical placement on radiography students’ clinical experience. Methodology: A quantitative study design using a Likert-Scale questionnaire was used to assess clinical practice-learning environment. Data was analyzed using the Statistical Package for the Social Sciences Version 17.0 (SPSS). Forty seven (47) undergraduate student radiographers participated in the study. Results: Students indicated they had adequate knowledge and enjoyed their time on the clinical placement. They indicated that the staffs were supportive, friendly and approachable. The students were also able to achieve their learning outcome during placement, however feedbacks from supervisors according to the students were inadequate and students were not sure of the use of research findings by the clinical venues. Conclusion: Clinical placement had adequate student support. It is important however, to consider carefully where students have their clinical practice and at what point of their studies the different placements should be carried out. Collaboration between the key stakeholders is essential to ensure that students have a good experience at clinical placement.

DOI 10.11648/j.cmr.s.2015040301.14
Published in Clinical Medicine Research ( Volume 4, Issue 3-1, May 2015 )

This article belongs to the Special Issue Radiographic Practice Situation in a Developing Country

Page(s) 14-19
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Radiography, Clinical Experience, Radiography Students, Educational Support, Practitioner

References
[1] Rose, M. & Best, D. (2005). Transforming practice through Clinical Education, professional supervision and mentoring. New York, Elsevier Churchill Livingstone, Oxford, pg 1-10
[2] Penman, J. & Oliver, M. (2000). Meeting the challenges of assessing clinical placement venue in a bachelor of nursing programme. Nurse Educator, 8: 410-415.
[3] Sugden, N. (2007). Meeting the Challenge of Expanding Clinical Nursing Opportunities. In: Statewide Clinical Placement Summit. Wisconsin, USA.
[4] Frantz, J. M. & Rhoda J. A. (2007). Assessing clinical placement in a BSc. Physiotherapy program, The Internet Journal of Allied Health Sciences and Practice, 5 (3).
[5] American Society of Radiologic Technology, (2007). wikipedia.org/wiki/American_Society_of_Radiologic_Technologists. Accessed 2/10/2010.
[6] Chan, D. (2002). Development of the clinical learning environment inventory: using the theoretical framework of the clinical leaming environment studies to assess nursing students' perceptions of the hospital as alearninv environment: Journal of Nursing Education, 41(2): (69-75).
[7] Francios, J. A. & Quek, F. (2011). Situated learning: Legitimate peripheral participation. Boston, Massachusetts, USA, http://vislab.cs.vt.edu/~quek/Classes/Aware+EmbodiedInteraction/BookReviews/SituatedLearningReview.pdf
[8] Boggis, C., Cook, P., Denison, A., et al., (2011). The place of clinical radiology and imaging in medical education: objectives, content and delivery of teaching. Royal college of Radiologist, Radiology for Medical Students 3. http://www.rcr.ac.uk/docs/radiology/pdf/MedicalStudentPaper3.pdf
[9] Papp, I., Markkanen, M. & Von Bonsdorff, M. (2003). Clinical environment as a learning environment: student nurses’ perceptions concerning clinical learning experiences. Nurse Education Today, 23: 262-268.
[10] Kleehammer, K., Hart, A. & Fogel, K. J. (1990). Nursing student’s perception of anxiety-producing situations in the clinical setting, Journal of Nursing Education, 29 (4):183-187.
[11] Clynes, M. P. & Raftery, S. E. C. (2008). An essential element of student learning in clinical practice. Nurse Education in Practice, 8 (6): 405-411.
[12] Rodriguez-Paz J. M., Kennedy, M., Salas, E., et al., (2009). Beyond ‘‘See One, Do One, Teach One’’: Toward a Different Training Paradigm. Quality Safe Health Care, 18 (1): 63-68.
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  • APA Style

    Kyei K. A., Antwi W. K. (2015). Effect of Clinical Placement; the Radiography Student in Ghana. Clinical Medicine Research, 4(3-1), 14-19. https://doi.org/10.11648/j.cmr.s.2015040301.14

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    ACS Style

    Kyei K. A.; Antwi W. K. Effect of Clinical Placement; the Radiography Student in Ghana. Clin. Med. Res. 2015, 4(3-1), 14-19. doi: 10.11648/j.cmr.s.2015040301.14

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    AMA Style

    Kyei K. A., Antwi W. K. Effect of Clinical Placement; the Radiography Student in Ghana. Clin Med Res. 2015;4(3-1):14-19. doi: 10.11648/j.cmr.s.2015040301.14

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  • @article{10.11648/j.cmr.s.2015040301.14,
      author = {Kyei K. A. and Antwi W. K.},
      title = {Effect of Clinical Placement; the Radiography Student in Ghana},
      journal = {Clinical Medicine Research},
      volume = {4},
      number = {3-1},
      pages = {14-19},
      doi = {10.11648/j.cmr.s.2015040301.14},
      url = {https://doi.org/10.11648/j.cmr.s.2015040301.14},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.cmr.s.2015040301.14},
      abstract = {Background: The clinical setting is one of the most valuable resources available to training institutions to prepare students to competently care for patients and also execute certain tasks with little or no supervision. Aim: To examine the impact of clinical placement on radiography students’ clinical experience. Methodology: A quantitative study design using a Likert-Scale questionnaire was used to assess clinical practice-learning environment. Data was analyzed using the Statistical Package for the Social Sciences Version 17.0 (SPSS). Forty seven (47) undergraduate student radiographers participated in the study. Results: Students indicated they had adequate knowledge and enjoyed their time on the clinical placement. They indicated that the staffs were supportive, friendly and approachable. The students were also able to achieve their learning outcome during placement, however feedbacks from supervisors according to the students were inadequate and students were not sure of the use of research findings by the clinical venues. Conclusion: Clinical placement had adequate student support. It is important however, to consider carefully where students have their clinical practice and at what point of their studies the different placements should be carried out. Collaboration between the key stakeholders is essential to ensure that students have a good experience at clinical placement.},
     year = {2015}
    }
    

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    AU  - Kyei K. A.
    AU  - Antwi W. K.
    Y1  - 2015/03/21
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    DO  - 10.11648/j.cmr.s.2015040301.14
    T2  - Clinical Medicine Research
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    AB  - Background: The clinical setting is one of the most valuable resources available to training institutions to prepare students to competently care for patients and also execute certain tasks with little or no supervision. Aim: To examine the impact of clinical placement on radiography students’ clinical experience. Methodology: A quantitative study design using a Likert-Scale questionnaire was used to assess clinical practice-learning environment. Data was analyzed using the Statistical Package for the Social Sciences Version 17.0 (SPSS). Forty seven (47) undergraduate student radiographers participated in the study. Results: Students indicated they had adequate knowledge and enjoyed their time on the clinical placement. They indicated that the staffs were supportive, friendly and approachable. The students were also able to achieve their learning outcome during placement, however feedbacks from supervisors according to the students were inadequate and students were not sure of the use of research findings by the clinical venues. Conclusion: Clinical placement had adequate student support. It is important however, to consider carefully where students have their clinical practice and at what point of their studies the different placements should be carried out. Collaboration between the key stakeholders is essential to ensure that students have a good experience at clinical placement.
    VL  - 4
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Author Information
  • University of Ghana, School of Biomedical and Allied Health Sciences, Department of Radiography, P.O. Box KB 143, Korle-Bu, Accra, Ghana

  • University of Ghana, School of Biomedical and Allied Health Sciences, Department of Radiography, P.O. Box KB 143, Korle-Bu, Accra, Ghana

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