Student radiographers’ knowledge and practices of ethical responsibilities for the radiography profession at a selected university in Gauteng province

Abstract

Abstract Background Student radiographers’ knowledge and practices with regard to the ethical responsibilities for the Radiography profession at Sefako Makgatho Health Sciences University is described in the study. The study explored their knowledge, practices and suggestions for improvement of ethical responsibilities. Knowledge differed widely because of the differential practical experiences that participants were exposed to in the clinical environment. All the students acknowledged that they received theory lectures about ethics, although they are not entirely convinced that it is practiced at selected clinical training institutions. Aim of the study The study explored student radiographers’ knowledge and practices of ethical responsibilities for the Radiography profession and ultimately provided recommendations to improve their knowledge and practices at the workplace. The study was conducted at a selected university in Gauteng province. Methodology A qualitative, exploratory study was undertaken in order to comprehend student radiographers’ knowledge and practices of their ethical responsibilities in the Radiography profession. Although there have been a few studies on ethics with reference to qualified radiographers, qualitative studies on the subject of ethics regarding students is limited. Recommendations for qualitative research on the subject are elaborated in a number of existing studies as a way of acquiring more information from the respondents and gaining more insight on the subject. Findings The code of conduct was clearly outlined to students on each level of the programme during their theory lectures, but was not well articulated in practice. The first and second levels of the programme offer limited knowledge on ethics, which is only incorporated into one of the core modules. Effective patient care is the primary focus of healthcare services; hence it needs more thoughtful attention in the Radiology department. Quality healthcare should be patient-centred to give patients a say in the service they receive. The findings of the study suggested that the revised scope of practice, which is currently under review, will add to their responsibilities and will require specific focus on ethical matters, patients’ rights and medical law. The General Medical Council has stated that medical ethics and law should constitute core components of the medical curriculum. When the students were questioned about their knowledge of ethical issues, they were reasonably confident of their knowledge of professional duties, such as confidentiality and scope of duties. Conclusion Teaching ethics to students in the clinical environment is complex and cannot be compared to teaching the knowledge of ethics in Radiography. Role-modelling and integration of ethics into the clinical education curriculum needs to be critically re visited. The scope of radiographic practice should be broad enough to include additional ethics and medical law. Ethical practice means that a radiographer must be competent to be able to demonstrate professional judgments and practice by upholding professional and ethical behaviours.