1.0 Introduction
1.1 Background of Study
The involvement of students in clinical settings has long been a cornerstone of medical and allied health education. Since the establishment of formal radiography training programs in the early 20th century, clinical placements have remained an essential component of radiographer education. Students are expected to apply theoretical knowledge in real-life situations, and this requires direct interaction with patients in hospital settings (Hardy & Snaith, 2006). Historically, the integration of students into patient care settings, including during radiographic examinations, was often carried out with minimal formal consideration of patient perceptions. The assumption was that patients naturally accepted their roles in supporting medical education. However, over time, especially with the global shift towards patient-centered care in the late 20th and early 21st centuries, the need to understand and respect patients' attitudes towards student involvement has gained increasing attention (Towle et al., 2010).
In the radiographic context, patient attitude began to emerge as a critical area of concern with studies showing mixed responses. Some patients expressed willingness to be examined by students, recognizing the importance of their training, while others reported discomfort, anxiety, or concerns about confidentiality and professionalism (Choudhury et al., 2006). Radiographic examinations are fundamental diagnostic procedures that utilize ionizing radiation to produce images of internal body structures, aiding in the diagnosis and management of various medical conditions. These procedures are routinely conducted in hospitals and are crucial for effective clinical decision-making. In teaching hospitals, the presence of student radiographers during these procedures is a common occurrence, as clinical exposure is a vital part of their professional training and competency development (Akinlade et al., 2014).
The clinical education of radiography students involves direct patient interactions, where students are often required to observe, assist, or even perform radiographic procedures under supervision. While this educational model ensures that students gain hands-on experience, it also introduces a dynamic that may influence patient comfort, privacy, and trust in the healthcare process (Spencer et al., 2000). Patient attitude towards student involvement is, therefore, a significant aspect of the clinical teaching environment, as it can either enhance or hinder the learning experience for students.
Mubuuke et al. (2012) stated that the involvement of students in radiographic examinations raises ethical and practical concerns regarding patient comfort, privacy, and consent. Patients may experience anxiety or reluctance when students are present or actively participating in their medical procedures (Mubuuke et al., 2012). Radiographic examination is a diagnostic imaging process that involves the use of X-rays to view the internal structures of the body. It is a vital part of modern medical diagnosis and treatment planning. Often, in teaching hospitals, student radiographers are involved in these examinations as part of their clinical training.
According to Mubuuke et al. (2012), patients may exhibit diverse attitudes regarding student participation in their care. Some may view it positively, recognizing the importance of training future healthcare professionals, while others may be concerned about their dignity, confidentiality, or the quality of care they receive (Mubuuke et al., 2012). In the context of healthcare, patient attitude refers to the perceptions, feelings, and behavioral intentions of individuals towards healthcare procedures, providers, or settings. Patients' attitudes play a critical role in determining their cooperation, satisfaction, and overall experience during medical procedures. This study, therefore, aims to assess the attitude of patients towards the involvement of radiography students during radiographic procedures in hospitals.
1.2 Statement of Problems
Investigation revealed that the presence of radiography students during clinical examinations is an essential part of their training, yet it is not without its challenges. While hospitals are expected to be environments where students learn through real patient interactions, not all patients feel comfortable with students being involved in their care. Some patients may feel anxious, embarrassed, or unsure about the students' competence, especially when they are not properly informed about the students' role or when consent is not explicitly sought (Choudhury et al., 2006).
Additionally, there is a growing concern that patient attitudes toward student involvement is influencing the quality of both healthcare delivery and clinical education. If patients feel their dignity or privacy is being compromised, they may develop resistance or dissatisfaction with their care, which may in turn create a tense learning environment for students (Towle et al., 2010).
Furthermore, there is little documentation on the strategies hospitals use to communicate with patients about student participation or how they ensure that this involvement aligns with patient preferences. It is against the backdrop that this study seeks to determine the level of acceptance, the factors influencing patients' perceptions, and the possible implications for clinical training and healthcare delivery.
1.3 Aim and Objectives of Study
The aim of this study is to assess the attitude of patients towards the involvement of radiography students during radiographic examinations in hospital settings. The specific objectives of the study are:
- To determine the level of awareness patients have about the involvement of students in radiographic procedures.
- To evaluate patients' comfort and willingness to allow student participation during radiographic examinations.
- To identify the factors influencing patient attitudes towards student involvement in radiographic procedures.
- To examine the communication strategies used by radiology departments in informing patients about student involvement.
- To recommend strategies that can enhance patient acceptance of student participation in clinical radiographic examinations.
1.4 Research Questions
Based on the stated objectives, the study seeks to answer the following research questions:
- What is the level of patient awareness regarding the involvement of students in radiographic examinations?
- How comfortable and willing are patients to allow student participation during radiographic procedures?
- What factors influence patient attitudes towards the involvement of students in radiographic examinations?
- How do radiology departments communicate student involvement to patients during radiographic procedures?
- What strategies can be recommended to improve patient acceptance of student involvement in radiographic practices?
1.5 Significance of Study
The outcome of this research study will assist hospital administrators and radiology departments in developing policies that respect patient autonomy while maintaining the integrity of clinical training programs. The research study will also serve as a guide for educators to prepare students on how to engage patients professionally and ethically during clinical rotations.
Furthermore, the outcomes of this research will support the creation of a more respectful and effective learning environment that balances clinical education with patient satisfaction. Additionally, the study will contribute to the limited body of literature on patient attitudes towards student involvement in radiology, particularly within the context of developing countries.
Lastly, this research will be useful to radiographers and clinical supervisors, as the findings will support them in creating a more supportive and informed clinical learning environment that aligns with patient-centered care.
1.6 Scope of Study
This study is limited to the assessment of patient attitudes toward the involvement of radiography students during radiographic examinations at the University of Nigeria Teaching Hospital (UNTH), Enugu State. The focus will be on patients receiving radiological services within the hospital, particularly in departments where students are actively involved in clinical training.
Only patients who have undergone or are undergoing radiographic procedures at UNTH and have had contact with students during such procedures will be considered. The study will not include private radiology centers or other teaching hospitals outside Enugu State.
1.7 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted.
1.8 Definition of Terms
Attitude:
Attitude refers to an individual's general feelings, beliefs, or perceptions towards a particular subject or activity. In the context of this study, it pertains to how patients perceive the involvement of radiography students in their radiographic examinations, including their comfort, willingness, and trust toward student participation (Ajzen, 1991).
Radiographic Examination:
A radiographic examination involves the use of radiation to capture images of the inside of the body for medical diagnosis. These exams are often conducted in hospitals and involve various imaging techniques such as X-rays, CT scans, or MRI scans (Curry & Tempkin, 2015).
Radiography Students:
Radiography students are individuals who are in training to become qualified radiographers. They typically undertake practical learning in hospital settings, where they observe and participate in real-world clinical procedures under the supervision of qualified professionals (Smith & Cooper, 2009).
Patient Perception:
Patient perception refers to the way in which patients interpret and understand the actions, behaviors, or involvement of healthcare providers, including students, during medical procedures. It influences their overall experience and satisfaction with the care received (Bickell, 2009).
Clinical Training:
Clinical training is a hands-on learning experience where students are placed in healthcare environments to develop practical skills. In the case of radiography students, this involves their involvement in performing radiographic examinations under supervision (Gordon, 2014).
Informed Consent:
Informed consent is a fundamental ethical principle in healthcare that ensures patients understand the nature of their medical treatment, including the involvement of students, before they agree to participate. Patients are provided with adequate information to make decisions regarding their care (Beauchamp & Childress, 2013).
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