An Investigation into Radiography Students’ Confidence and Perceived Competence in Caring for Neurodivergent Patients During Clinical Placement: A Pilot Cross-Sectional Study at a UK University
DOI:
https://doi.org/10.55578/amsr.2606.010Keywords:
Neurodivergent patients, Student’s confidence, Perceived competence, Clinical placement, Radiography educationAbstract
Neurodivergent patients may encounter heightened difficulties in radiography settings due to the necessity for swift communication, adaptability to unfamiliar apparatus, sensory processing requirements, and the capacity to maintain stillness during time-sensitive assessments. With person-centred care a professional expectation in radiography, limited evidence examines how prepared pre-registration radiography students feel when caring for neurodivergent patients during clinical placement. This cross-sectional mixed-methods study investigated radiography students’ confidence and perceived competence in caring for neurodivergent patients during clinical placement, and compared student self-perceptions with radiographers’ evaluations of student competence. Anonymous validated online questionnaires were completed by 20 radiography students and 11 radiographers. Quantitative data analysed descriptively using frequencies and percentages, while open-text responses were analysed thematically.
Students generally reported moderate confidence, particularly in understanding neurodiversity, using communication strategies, working with carers or family members, and seeking support from colleagues. However, 70% reported no formal teaching on neurodivergent patient care, and 60% disagreed or strongly disagreed that their education had provided sufficient knowledge in this area. Qualitative findings highlighted uncertainty around communication, distress management, sensory challenges, procedural adaptation, and limited formal preparation. Radiographers rated student competence more cautiously, with 72.7% rating overall student competence as only slightly competent. Cronbach's alpha values of 0.788 (students) and 0.801 (radiographers) was an indication of acceptable levels of reliability and internal consistency.
The findings suggest a gap between students’ confidence and perceived practical readiness. More structured teaching, simulation, lived-experience input, communication training, sensory adaptation strategies, and supervised placement support are recommended to strengthen inclusive radiography education and improve preparedness for neurodivergent patient care.
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Data used for this review is available from the corresponding author on reasonable request.
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Copyright (c) 2026 Syeda Tayyibah Ali, Victor Chigbundu Nwaiwu (Author)
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