Influence of Clinical Environment on Radiography Students Clinical Knowledge Acquisition in Maiduguri University Teaching Hospitals, Nigeria

The clinical learning environment plays a critical role in shaping radiography students' clinical knowledge acquisition and professional competence. In resource-limited settings, deficiencies in supervision, learning resources, and infrastructure may hinder effective translation of theoretical knowledge into clinical practice. This study assessed the influence of the clinical learning environment on clinical knowledge acquisition among radiography students in Maiduguri teaching hospitals, Nigeria. A descriptive cross-sectional study design was employed among 151 radiography students undergoing clinical postings in selected teaching hospitals in Maiduguri. Data were collected using a structured, self-administered questionnaire assessing demographic characteristics, clinical learning environment factors, and self-perceived clinical knowledge and competence. Data were analysed using descriptive statistics, including frequencies, percentages, means, and standard deviations. The clinical learning environment was perceived as moderately conducive, with positive atmosphere and equipment availability rated highest, while access to learning resources, feedback, and active participation were rated low. Students showed strong theoretical understanding and basic clinical competence; however, a notable theory–practice gap was observed, alongside reports of inadequate guidance and limited preparedness for independent practice. Simple linear regression analysis indicated that awareness of clinical environment significantly predicted knowledge acquisition level, ? = .52, t(149) = 7.54, p < .001. Radiography students in Maiduguri teaching hospitals possess strong theoretical knowledge, deficiencies within the clinical learning environment limit effective clinical knowledge acquisition and professional readiness. Strengthening supervision, improving access to learning resources, and enhancing structured clinical mentorship are essential to bridging the theory–practice gap