From classroom to clinical practice: Education, training and preparedness for imaging people from prison in diagnostic radiography

INTRODUCTION: Diagnostic radiographers perform examinations to support care for people from prison in acute hospitals, yet it remains unclear whether diagnostic radiography education in the UK adequately prepares students and practising radiographers to support this population. This study examined current education and provision of training, perceived preparedness and educational needs among diagnostic radiography students, HEI educators and practising diagnostic radiographers in the UK. METHODS: This exploratory cross-sectional study used an online structured questionnaire completed by diagnostic radiography students, practising diagnostic radiographers and higher education educators in the UK. Quantitative data were analysed using descriptive statistics. An inductive qualitative content analysis was completed for the open-ended responses, and categories were compared across participant groups to identify convergence and divergence. RESULTS: Forty participants completed the questionnaire: 11 students, 8 educators and 21 practising diagnostic radiographers. Only two practising radiographers reported receiving relevant training during their radiography education. No student reported receiving specific programme education, although one received relevant information during clinical placement and no educator reported relevant curriculum content. Further education was supported by nine students, seven educators and 16 practising radiographers. Fifteen practising radiographers reported that their departments lacked relevant policies. Four overarching categories concerned safety and procedural knowledge; communication and psychosocial care; confidence and preparedness; and integrated education and specific organisational guidance. CONCLUSION: Education and training provision was limited across all three groups, while organisational guidance varied. Participants identified safety and procedural knowledge and communication and psychosocial care as educational priorities, with confidence, preparedness and equitable care as intended outcomes. IMPLICATION FOR PRACTICE: Proportionately integrating relevant content through academic teaching, simulation and supervised clinical learning, alongside CPD and departmental guidance, may strengthen safe, equitable and consistent imaging for people from prison.