Confiance des étudiants en radiographie dans l’adaptation de leur pratique pour les patients autistes : une enquête qualitative sur le rôle des expériences de stage

Titre original en anglais : Student radiographers’ confidence of adapting practice for autistic patients: A qualitative survey on the role of placement experiences

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». un auteur·ice de cette publication est identifié·e comme autiste dans le projet.

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Potts, B. & White, H. (2024). Student radiographers’ confidence of adapting practice for autistic patients: A qualitative survey on the role of placement experiences. Radiography, 30, 34-41. https://doi.org/10.1016/j.radi.2024.09.055

Date de publication: 03/10/2024 Ajout dans AutiHub: 25/09/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
2
Auteur·ices de la publication identifié·es comme autistes
1 / 2 (50,0 %)
  1. B. Potts *
  2. H.P. White

Résumé

INTRODUCTION : Les services de santé peuvent être inaccessibles aux personnes autistes en l’absence d’adaptations de la pratique clinique et des soins fournis. Il est donc essentiel de comprendre comment la formation des radiographes développe la confiance des étudiants dans l’adaptation des soins aux patients autistes. Cette étude visait à explorer comment l’expérience de stage influe sur la confiance des étudiants en radiographie dans l’adaptation des soins aux patients autistes. METHODES : Des étudiants britanniques en dernière année de radiographie diagnostique et thérapeutique ont été invités à répondre à une enquête qualitative en ligne. L’enquête demandait une description des expériences de stage, de l’observation et/ou de la réalisation des soins auprès de patients autistes, et de la manière dont cela influait sur la confiance à prodiguer des soins aux patients autistes. Les données ont fait l’objet d’une analyse thématique. RESULTATS : Quarante-trois réponses (sur 44 reçues) ont été incluses, dont cinq thèmes ont émergé. Les personnes qui estimaient que les expériences de stage développaient leur confiance ont décrit des occasions d’appliquer la théorie apprise à l’université (thème 1) ou ont souligné le bénéfice d’une expérience antérieure (externe) auprès de personnes autistes (thème 3). Toutefois, le rapport de pouvoir avec le radiographe superviseur (thème 2), le fait d’être témoin de patients autistes en détresse (thème 4) et la nature hétérogène de l’autisme (thème 5) ont entravé le développement de la confiance des étudiants. CONCLUSION : Plusieurs participants à cette étude ont constaté que le stage clinique développait leur confiance auprès des patients autistes en permettant d’appliquer leurs connaissances et en offrant une occasion d’apprentissage réflexif. Toutefois, divers obstacles ont entravé ce développement, tels que le fait d’être témoin de patients en détresse, les expériences limitées auprès de patients autistes et la difficulté à naviguer dans les relations avec les radiographes. IMPLICATIONS POUR LA PRATIQUE : Afin d’améliorer la confiance des étudiants en radiographie dans la prestation de soins aux patients autistes, les formateurs devraient envisager des méthodes, par exemple la simulation coproduite, pour combler les lacunes potentielles de leur expérience. Il est également urgent que tous les radiographes comprennent leur responsabilité dans la formation des étudiants et leur impact sur le bien-être des étudiants.

INTRODUCTION: Healthcare services can be inaccessible to autistic people without adaptions to clinical practice and the care provided. Therefore, understanding how radiographer education develops students' confidence in adapting care for autistic patients is crucial. This study aimed to explore how placement experience impacts student radiographer confidence in adapting care for autistic patients. METHODS: UK final-year student diagnostic and therapeutic radiographers were invited to complete a qualitative online survey. The survey asked for a description of placement experiences; of observing and/or performing the care of autistic patients and how this impacted confidence in caring for autistic patients. The data was thematically analysed. RESULTS: 43 responses (of 44 received) were included, from which 5 themes emerged. Those who felt placement experiences developed confidence described opportunities to apply theory learnt at university (theme 1) or drew attention to the benefit of prior (external) experience with autistic people (theme 3). However, the balance of power with the supervising radiographer (theme 2), witnessing autistic patients in distress (theme 4), and the heterogeneous nature of autism (theme 5) disrupted students' development of confidence. CONCLUSION: Several participants in this study found clinical placement developed confidence with autistic patients through applying knowledge and providing an opportunity for reflexive learning. However, various obstacles hindered this development, such as witnessing distressed patients, limited experiences with autistic patients and difficulty navigating relationships with radiographers. IMPLICATIONS FOR PRACTICE: To improve student radiographers' confidence of providing care for autistic patients, educators should consider methods, e.g., co-produced simulation, to fill potential gaps in their experience. There is also a pressing need for all radiographers to understand their responsibility in educating students and their impact on student wellbeing.

Bibliographie citée par cette référence

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Ces indicateurs décrivent la bibliographie citée par cette publication. Un nom d’auteurice est compté chaque fois qu’il apparaît dans une référence citée : une même personne peut donc être comptée plusieurs fois. Les noms qui ne sont pas encore associés à un·e auteurice déjà présent·e dans AutiHub sont traités comme inconnus, pas comme non autistes. Dernier calcul : 02/10/2026 13:58.

Références citées
86
Avec un DOI
78
Sans DOI, à partir du texte brut de la bibliographie
8
15 / 86 (17,4 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
2 / 86 (2,3 %)
Références avec noms d’auteurices détectés
85 / 86 (98,8 %)
Sans nom d’auteurice détecté
1
Sans titre structuré
1
Sans identifiant stable
4
Références avec noms bruts d’auteurices restant à vérifier
0
Références avec problème de récupération des métadonnées externes
0
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
377
À partir du DOI ou de métadonnées externes
377
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
0
154 / 377 (40,8 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 223 / 377 (59,2 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
40 / 377 (10,6 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 40 / 154 (26,0 %). Personnes distinctes identifiées comme autistes : 32 / 329 (9,7 %).
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