IMPACT OF CLINICAL PLACEMENT ON RADIOGRAPHY STUDENTS IN GHANA
Journal Title: International Journal of Medical Research & Health Sciences (IJMRHS) - Year 2014, Vol 3, Issue 4
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 14.0 (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 about 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. A collaboration between the key stakeholders is essential to ensure that students have a good experience at clinical placement.
Authors and Affiliations
Kyei KA| College of Health Sciences School of Allied Health, University of Ghana, Corresponding author email: adesco41@hotmail.com, Addo Bruce M| AddoNational Centre for Radiotherapy Korle-Bu Teaching Hospital, College of Health Sciences School of Allied Health, University of Ghana, Antwi WK| College of Health Sciences School of Allied Health, University of Ghana, David NA| College of Health Sciences School of Allied Health, University of Ghana
Keywords
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- EP ID EP11300
- DOI 10.5958/2319-5886.2014.00007.1
- Views 286
- Downloads 11
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