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- No of Pages: 75

- No of Chapters: 05

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Introduction:

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.

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 stress 13

2.1.3 Symptoms of stress 15

2.1.4 Biophysiology of stress 15

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



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

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 literature 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.