ABSTRACT
A prospective cross sectional survey conducted on the undergraduate clinical students of Radiography Department, UNEC to find out what constitutes stressors for the undergraduate clinical students of Radiography Department, UNEC in the course of their clinical posting. The study sample consisted of one hundred and fifty six Radiography clinical students in third, fourth or fifth year of study. Primary source of data using a semi structured questionnaire was utilized. The questionnaire employed likert 5-point attitudinal measurement scale. Level 300, 400 and 500 experience stressors in the course of their clinical posting with weighted mean of 3.2, 3.0 and 2.7 respectively. Sources of stressors experienced by the students were found to be related to facilities (equipment and diagnostic rooms), hospital departmental management, Radiographers attitude and transportation with the weighted mean of 3.27, 2.94, 2.76 and 2.76 respectively. The results revealed that the female students experience stressors more than the male students with weighted mean of 3.3 and 2.8 respectively. Although stressors are experienced by people in all walks of life in the course of their daily activity and may as such be termed ‘inevitable’, it is extremely important to bring it to the barest minimum as far as this group of students is concerned. This is to ensure that the aim for which clinical posting was initiated is not defeated as well as to turn in Radiographers that are found worthy in learning and character.
Key Words: Stressors, Clinical posting, Radiography students.
LIST OF FIGURES AND TABLES
Fig. i Human brain 15
Fig. ii Human spinal cord 18
Fig. iii Adrenal gland 19
Fig. iv Hypothalamic-Pituitary-Adrenal (HPA) axis 20
Table 4.1 Age and Sex distribution of respondents according to their
level of study 29
Fig. v: Venn diagram showing where respondents have
Experienced clinical posting 30
Table 4.2 Distribution of the responses of 300 levels student to
sources of stressors in the course of their clinical posting 31
Table 4.3 Distribution of the responses of 400 levels student to
sources of stressors in the course of their clinical posting 32
Table 4.4 Distribution of the responses of 500 levels student to
sources of stressors in the course of their clinical posting 33
Table 4.5 Percentage distribution of the responses of the entire students
to sources of stressors in the course of their clinical posting 34
Table 4.6 Weighted mean of responses to the statement:‘I experience stressors in the course of my clinical posting’according to level and sex 35
Fig. vi Bar chart presentation of Responses to facilities
(diagnostic room/equipment) as sources of stressors
according to level and sex 36
Fig.vii Line graph presentation of Responses to hospital
management as sources of stressor according to level
and sex 37
Fig.viii Line graph presentation Responses to radiographers’ attitude
as sources stressors according to level and sex 38
Table 4.7 Responses to transportation as sources of stress
according to level and sex 39
Fig. ix Bar chart presentation of summary of responses 40
TABLE OF CONTENT
Title Page i
Approval Page ii
Certification iii
Dedication iv
Acknowledgement v
Abstract vi
List of Tables vii
Table of Content ix
CHAPTER ONE: INTRODUCTION
1.0 Background 1
1.1 Statement of problem 2
1.2 Purpose of study 3
1.3 Specific objectives 3
1.4 Significance of study 3
1.5 Research question 4
1.6 Hypothesis 4
1.7 Scope of study 5
CHAPTER TWO: LITERATURE REVIEW
2.0 Review of related literature 6
2.1 Theoretical background 12
2.1.0 Definition of term 12
2.1.1 Types of stressors 13
2.1.2 Types of stress13
2.1.3 Symptoms of stress15
2.1.4 Biophysiology of stress15
CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Research design 23
3.1 Area of study 23
3.2 Population for the study 23
3.3 Sample size 24
3.4 Sampling technique 24
3.5 Sources of data 25
3.6 Instrumentation 25
3.7 Reliability and validity of the instrument 26
3.8 Methods of data presentation and analysis 26
CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION
4.0 Decision rule for likert scale analysis 27
4.1 Data presentation 29
4.2 Analysis and presentation of responses to the open ended questions 41
4.3 Test of hypothesis 42
CHAPTER FIVE DISCUSSION, SUMMARY OF FINDINDS, RECOMMENDATION, CONCLUSION, LIMITATION OF STUDY AND AREAS FOR FURTHER RESEARCH.
5.0 Discussion 52
5.1 Summary of the findings 54
5.2 Recommendation 54
5.3 Conclusion 55
5.4 Limitations of study 55
5.5 Areas for further study 55
REFERENCE 56
APPENDIX 60
INTRODUCTION
The radiography program as offered by the Radiography Department University of Nigeria, Enugu Campus is made up of two components, a didactic component where students spend time in the classroom setting learning about the fields of Diagnostic Imaging and Clinical component where students gain their hands on experience by working in various clinical sites based on student needs and availability of clinical space and requirements of the program.
Clinical experience as one of the requirements for the award of BSc in the Radiography Department, UNEC is aimed at providing opportunity for the Radiography students to become acquainted with the hospital since they are the future Radiographers. It is designed for the application of theoretical principles and concepts covered in didactic course work. It entails experience in patient care and handling, positioning skills, equipment utilization, patient information management, work efficiency and image evaluation.
Despite the fact that clinical posting is aimed at producing Medical Radiographers that would be found worthy in learning and in character and eligible for immediate employment or advanced education, observation has shown that a good number of students do not utilize the opportunity and may only do so if there are measures put in place to check such action. The question is what are the things around the clinical component that make majority of the students not to be committed to this important aspect of the program?
Stressor is defined as any demand made by internal or external environment that upsets the person’s balance for which restoration is needed. A lot of studies have been carried out in different parts of the world to detect what constitutes clinical stressor to clinical students even though very few are narrowed down to radiography clinical students as would be seen in the literature review.
Many literatures on stress present stress as having negative influence on learning as well as on the individual’s well being. It is therefore pertinent to demonstrate what constitutes clinical stressor on the fore mentioned students as this will enable the Department to seek ways to ensure that the aim for clinical posting is not defeated.
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