Evaluation Of Challenges Encountered By Newly Qualified Radiographers In Their Early Clinical Practice

This research was performed to obtain consensus of opinion on the new radiographers’ challenges in early practice in order to ascertain their level of proficiency, improve alignment between education curriculum and workplace requirements, and to improve condition of practice.

Method: sixty-one respondents were surveyed (18 new and 43 old radiographers ). The questionnaire assessed the new radiographers’ challenges against a number of items derived from published radiography standards by the Australian Institute of Radiography (AIR), pertaining to knowledge, skills and values radiographers should acquire on graduation. Statistical analysis examined differences in opinions of the new and old radiographers.

Results: difference in opinion between new and old radiographers on the new radiographers’ challenges was insignificant. Positive feedback was given to the university curriculum, and there was less effective administration and management in the hospital departments. 

Conclusion: Both new and old radiographers perceived the new radiographers as not being challenged to take up clinical practice; being proficient.  Their areas of challenges emanated from poor administration and management on the side of the hospital/departments.

Tables 1a: Responses to survey question related to professional challenges

Tables 1b: Comparison of responses relating to professional challenges by new and old radiographers 

Tables 2a: Responses to survey question related to communication challenges

Tables 2b: Comparison of responses relating to communication challenges by new and old radiographers

Tables 3a: Responses to survey question related to patient-care challenges

Tables 3b: Comparison of responses relating to patient-care challenges by new and old radiographers 

Tables 4a: Responses to survey question related to clinical challenges

Tables 4b: Comparison of responses relating to clinical challenges by new and old radiographers 

Tables 5a: Responses to survey question related to technical challenges

Tables 5b: Comparison of responses relating to technical challenges by new and old radiographers 

Tables 6a: Responses to survey question related to workload challenges

Tables 6b: Comparison of responses relating to workload challenges by new and old radiographers 

Figure i: Age and Gender distribution 

Figure ii: Hospital and Status distribution

Application for Approval of Topic 

Certification  

Dedication

Acknowledgement

List of Tables and Figures

Abstract

CHAPTER ONE

1.0 INTRODUCTION

1.1 Background of Study

1.2 Statement of Problem

1.3 Objectives of Study

1.4 Significance of Study

1.5 Scope of Study

CHAPTER TWO

2.0 LITERATURE REVIEW

CHAPTER THREE

3.0 RESEARCH METHODOLOGY 

3.1 Study Design

3.2 Target Population

3.3 Sample Size

3.4 Method of Data Collection

3.5 Description of Questionnaire 

3.6 Method of Data Analysis

3.7 Decision Rule

3.8 Validity of Instrument

3.9 Reliability of Instrument

CHAPTER FOUR

4.0 DATA PRESENTATION AND ANALYSIS

4.1 Age and Gender

4.2 Hospital and Status

4.3 Result for Professional Challenges 

4.4 Result for Communication Challenges

4.5 Result for Patient-care Challenges 

4.6 Result for Clinical Challenges 

4.7 Result for Technical Challenges

4.8 Result for Workload Challenges 

4.9 Analysis of Open-ended Question

CHAPTER FIVE

5.0 DISCUSSION, SUMMARY OF FINDINGS, RECOMMENDATIONS, AREAS OF FURTHER STUDY, LIMITATIONS OF STUDY AND CONCLUSION

5.1 Discussion

5.2 Summary of Findings

5.3 Recommendations

5.4 Areas of Further Study

5.5 Limitations of Study

5.6 Conclusion

References

Appendix

Diagnostic radiography students in training are deemed qualified healthcare practitioners in the field after satisfying the requirements of the course as set by the universities, and Radiographers Registration Board of Nigeria. Fulfilling these requirements provides qualification for a graduate to practice. However, formal qualification does not rule out the challenges a radiographer may face by virtue of being new in the clinical practice, and does not necessarily mean acquisition of the needed competency to practice. This is an important area to study; to find out factors that tend to militate against good practice by new clinical radiography practitioners.

Studies have been performed that support positive curriculum outcomes on other health care disciplines such as nursing, in terms of challenges and proficiency for their clinical practice1, 2. However, no previous studies were found in the field of radiography in this locality, particularly tertiary hospitals in Enugu and Ebonyi States. The expected areas of challenges in clinical radiography as they concern the new practitioners may include: communication skills, patient care skills, clinical skills, inter-professional skill and team work, professional scope of practice, evidence based practice, equipment manipulation, logical, systematic and innovative thinking 3. 

 Indeed, studies have revealed the need for educators to make a paradigm shift towards the need to close the gap between the seemingly stable world of the academics -shaped as it is, by objectives and scientific theories- and somewhat dynamic world of clinical practice, in which knowledge due to experience is accorded a privilege.

Analysis of the result of Delphi study revealed a further discrepancy between clinical curriculum and workplace requirement. A comparison was drawn between a model adapted from Remmen which investigates the overlap between the intended curriculum and the curriculum in action.

Problem-based learning has been suggested as an essential means to deliver higher education. It is an appealing concept in radiography targeted at such benefits as deep, rather than superficial learning. Every radiographer requires an unusual combination of intellectual and technical skill especially as a member of a fast-expanding profession. 

There are very few radiographers that graduate each year. There is thus increasing demand for radiographers for jobs and new advances in technology. As no curriculum remains static, and new graduates entering the workforce are required to work as autonomous and accountable clinicians, the assessment and evaluation of current curriculum based on empirical evidence on problem identification and measure of challenges/proficiency are necessary to validate the outcome.