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"Watch them do what they do": Effects of the clinical learning environment on radiography students' clinical
J L Ago1, S Anim-Sampong2, J J Neequaye2
1Discipline of Medical Radiations, School of Health & Biomedical Sciences, RMIT University, Bundoora Campus, Australia; Department of Radiography, School of Biomedical & Allied Health Sciences, University of Ghana, Korle-Bu Campus, Ghana.
Introduction:
Clinical placement (CP) is essential to radiography education, providing students with opportunities to put theory into practice. However, a 'Best Practice Clinical Learning Environment' (BPCLE) for radiography students, is one that is adequately resourced, both in terms of equipment and professionals, as these are critical to the development of students' professional skills. Consequently, this study examined the effects of the clinical learning environment on Ghanaian radiography students' CP experiences.
Methods:
An interpretive phenomenological study design with three focus group discussions was used to gather data on how the clinical learning environment (CLE) affects radiography students' CP experience in line with the BPCLE framework. Purposive and convenience sampling techniques were used to recruit 3rd and 4th year Ghanaian radiography students. The data were imported into NVivo™14 and analysed thematically.
Results:
The participants acknowledged a positive and inclusive teamwork culture at the placement centres, although some radiographers were perceived to be less receptive while others provided hurtful comments and feedback to students. BPCLEs motivated students and increased their eagerness and desire to improve their clinical competence, whereas non-BPCLEs demotivate students, reduce their wellbeing, and create less avenues for them to have adequate hands-on training. The latter was identified as the main cause of students' reduced CP experience. Thematic analysis further identified availability of resources and effective supervisor support as strategies to overcome this challenge.
Conclusion:
The students agreed that their experience at the CLE was positive. However, the inadequate resources and lack of supportive supervisors call for strategies to enhance their learning experience.
Implications For Practice:
To achieve a BPCLE in low-resourced settings, educators need to identify and engage well-resourced facilities to provide a supportive learning environment for students.
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