“The fear is real”: Exploring radiophobia experiences among Ghanaian diagnostic radiography students and strategies for mitigating potential consequences

Introduction: Professional capability development in diagnostic radiography education relies heavily on clinical placement. However, these periods expose students to ionising radiation, resulting in radiophobia – an exaggerated fear characterised by actual and perceived radiation risks. This study investigates the frequency, sources, and management strategies of radiophobia among Ghanaian diagnostic radiography students. Methods: This was a mixed-methods exploratory sequential study conducted among second-, third-, and fourth-year diagnostic radiography students from seven undergraduate programs. Qualitative data analysis involved reflexive thematic analysis while quantitative analysis involved descriptive and inferential statistical analysis, considering p < 0.05 as statistically significant for differences. Results: Results showed 63.5 % (n = 174) of participants experienced radiophobia at some point, with most initial episodes occurring during the first year of study. Primary sources included (i) misinformation regarding infertility and cancer, (ii) inadequate foundational knowledge, and (iii) systemic inefficiencies such as lack of personal dosimeters and inconsistent safety practices at clinical sites. Radiophobic students significantly prioritised the need for counselling, clinical mentorship, and improved radiation protection (RP) infrastructure. Conclusion: Radiophobia is a real and prevalent clinical stressor shaped by social, educational, and systematic factors. It involves mistrust in safety infrastructure and highlights significant gaps between theoretical learning and practical clinical experience. Implications for practice: Curricula should integrate psychological support and seminars to deconstruct myths and alleviate anxieties. Clinical sites must enhance radiation safety culture by maintaining adherence to RP practices. To support this, the Allied Health Professions Council should ensure that all accredited programs provide radiation monitoring badges to students prior to clinical placements. Additionally, effective clinical mentorship is needed to facilitate student resilience, enhance professional confidence and identity formation, and ensure long-term career retention.