Supporting Newly Qualified Diagnostic Radiographers: Are We Getting It Right?
Keywords:newly qualified, phenomenology, preceptorship, radiographer, transition
The NHS is facing a rising demand in services and consequently, newly qualified practitioners are required to possess a much wider set of skills than ever before. In diagnostic radiography, this pressure is underpinned by the expanding role that diagnostic imaging now plays in many patient pathways. Despite the need for structured support for graduates which has been acknowledged by a range of studies and the introduction of the Preceptorship Framework for Newly Registered Nurses, Midwives and Allied Health Professionals (Department of Health, (DoH), 2010) the uptake in radiography is limited. A longitudinal study employed an interpretive phenomenological methodology collating data from nine participants during their first year as band five radiographers. Each participant was interviewed at three, six and twelve months. Six main themes were identified during a wider PhD study Being and Becoming a Diagnostic Radiographer (Harvey-Lloyd, 2018). This article explores one of the key sub themes ‘structured support’ which strongly featured in the three- and six-month interviews. Two of the nine participants received a structured support programme during their first 12 months of transition as newly qualified radiographers. These programmes focussed on the completion of tasks and were mechanistic in approach. This type of support ignores the process of transformation into the role of a diagnostic radiographer and fails to adequately support those from Generation Z. A model of preceptorship is proposed which combines skills and competence development, supporting transition and personal and professional development; thus, providing the newly qualified radiographers with a holistic range of support.
Banks, P., Roxburgh, M., Kane, H., Lauder, W., Jones, M., Kydd, A., & Atkinson, J. (2011). Flying Start NHSTM: Easing the transition from student to registered health professional. Journal of Clinical Nursing, 20(23/24), 3567-76. https://doi.org/10.1111/j.1365-2702.2011.03796.x
Barnett, R. (2009). Knowing and becoming in the higher education curriculum. Studies in Higher Education, 34(4), 429-440. https://doi.org/10.1080/03075070902771978
Black, L. L., Jenson, G. M., Mostrom, E., Perkins, J., Ritzline, P. D., Hayward, L., & Blackmer, B. (2010). The first year of practice: an investigation of the professional learning and development of promising novice physical therapists. Physical Therapy, 90(12), 1758-1773. https://doi.org/10.2522/ptj.20100078
Bligh, J. G. (1992). Independent learning among general practice trainees: an initial survey. Medical Education, 26: 497-502. https://doi.org/10.1111/j.1365-2923.1992.tb00212.x
Boychuk Duchscher, J. B. (2008). A Process of Becoming: The Stages of New Nursing Graduate Professional Role Transition. The Journal of Continuing Education in Nursing, 39(10), 451-452. https://doi.org/10.3928/00220124-20081001-03
Braun, V., & Clark, V. (2006). Using a thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Cohen, L., Manion, L., & Morrison., K. (2000). Research methods in education (5th ed.). RoutledgeFalmer.
Cole, M., John-Steiner, V., Scribner, S., & Souberman, E. (Eds.). (1978). Mind in society: The development of higher psychological processes. L. S. Vygotsky. Harvard U Press.
Cresswell, J. W. (2007). Qualitative inquiry and research design. Choosing among five approaches (2nd ed.). Sage.
Dall’Alba, G. (2009). Learning professional ways of being: Ambiguities of becoming. Educational Philosophy and Theory, 14(1), 34-45. https://doi.org/10.1111/j.1469-5812.2008.00475.x
Dall’Alba, G., & Barnacle, R. (2007). An ontological turn for higher education. Studies in Higher Education, 32(6), 679-691. https://doi.org/10.1080/03075070701685130
Decker, S. (2009). The lived experience of newly qualified radiographers (1950-1985): An oral history of radiography. Radiography, 15(1), 72-77. https://doi.org/10.1016/j.radi.2009.09.009
Department of Health (DoH). (2010). Preceptorship framework for newly qualified nurses, midwives and allied health professionals. London. https://www.networks.nhs.uk/nhs-networks/ahp-networks/documents/dh_114116.pdf
Fenwick, J., Hammond, A., Raymond, J., Smith, R., Gray, J., Foureur, M., Homer, C., & Symon, A. (2012). Surviving not thriving: a qualitative study of newly qualified midwives experiences of their transition to practice. Journal of Clinical Nursing, 21(13-14), 2054-63.
Fleer, M. (1990). Scaffolding conceptual change in early childhood. Research in
Science Education, 20(1), 114-123. https://doi.org/10.1007/BF02620486
Gerrish, C. (1990). Fumbling along. Nursing Times, 86(30), 35-37.
Grant, A. (2016). The third ‘generation’ of workplace coaching: creating a culture of quality conversations. Coaching: an international journal of theory, research and practice, 10(1), 37-53. https://doi.org/10.1080/17521882.2016.1266005
Harvey-Lloyd, J. (2018). Being and becoming a diagnostic radiographer [Doctoral dissertation, University of Brighton.]. University of Brighton Research Portal. https://research.brighton.ac.uk/en/studentTheses/being-and-becoming-a-daignostic-radiographer
Harvey-Lloyd, J. M., Morris, J., & Stew, G. (2019). Being a newly qualified diagnostic radiographer: Learning to fly in the face of reality. Radiography, 25(3), 63-67. https://doi.org/10.1016/j.radi.2019.01.007.
Harvey-Lloyd, J. M., Stew, G. & Morris, J. M. (2012). Role transition: From student to practitioner. Synergy: Imaging and Therapy Practice, 2012(June), 9-14.
Jones, K., Warren, A., & Davies, A. - Health Education England (2015). Mind the Gap. Exploring the needs of early career nurses, and midwives in the workplace. Summary report from Birmingham and Solihull Local Education and Training Council Every Student Counts Project. London: Health Education England. https://www.nhsemployers.org/-/media/Employers/Documents/Plan/Mind-the-Gap-Smaller.pdf
Kafle, N. P. (2011). Hermeneutic phenomenological research method simplified. Bodhi: An Interdisciplinary Journal, 5(1), 181-200. https://doi.org/10.3126/bodhi.v5i1.8053
Langdridge, D. (2007). Phenomenological Psychology: Theory, research and method. Pearson Education.
Leavy, P. (2009). Method meets art: Art-based research practice. The Guildford Press.
MacKay, S. J., Anderson, A. C., & Hogg, P. (2008). Preparedness for clinical practice – perceptions of graduates and their work supervisors. Radiography, 14(3), 226-32. https://doi.org/10.1016/j.radi.2007.05.001
McAllister, M. & McKinnon, J. (2009). The importance of teaching and learning in the health disciplines: A critical review of the literature. Nurse Education Today, 29(4) 371-379. https://doi.org/10.1016/j.nedt.2008.10.011
Mooney, M. (2007). Facing registration; the expectations and the unexpected. Nurse Education Today, 27(8), 840-847. https://doi.org/10.1016/j.nedt.2006.11.003
Naylor, S., Ferris, C., & Buton, M. (2016). Exploring the transition from student to practitioner in diagnostic radiography. Radiography 22(2), 131-136. https://doi.org/10.1016/j.radi.2015.09.006
NHS Confederation. (2014). The 2015 Challenge Declaration. NHS Confederation. https://www.nhsconfed.org/supporting-members/influence/2015-challenge/2015-challenge-declaration
NHS Education for Scotland. (2006). Flying start NHS. https://learn.nes.nhs.scot/735/flying-start-nhs
Pringle, J., Drummond, J., McLafferty, E., & Hendry, C. (2011). Interpretative phenomenological analysis: a discussion and critique. Nurse Researcher 18(3), 20-24. https://doi.org/10.7748/nr2011.04.18.3.20.c8459
Richez, M. (2014). Resilience-building strategies for nurses in transition. Journal of Continuing Education in Nursing, 45(2), 54-55. https://doi.org/10.3928/00220124-20140124-12
Scholes, J. (2008). Why health care needs resilient practitioners. Nursing in Critical Care, 13(6), 281-5. https://doi.org/10.1111/j.1478-5153.2008.00306.x
Secomb, J. (2008). A systematic review of peer teaching and learning in clinical education. Journal of Clinical Nursing, 17(6), 703–716. https://doi.org/10.1111/j.1365-2702.2007.01954.x
Smith, R. A., & Pilling, S. (2007). Allied health program – supporting the transition from student to professional in an interdisciplinary program. Journal of Interprofessional Care, 21(3), 265-276. https://doi.org/10.1080/13561820701259116
Spouse, J. (2003). Professional learning in nursing. Blackwell Science. https://doi.org/10.1002/9780470774496
Tryssenaar, J & Perkins, J. (2001). From student to therapist: Exploring the first year of practice. The American Journal of Occupational Therapy, 55, 19-27. https://doi.org/10.5014/ajot.55.1.19
Whitmore, J. (2002). Coaching for performance (3rd ed.). Nicholas Brealey Publishing.
Wiercinski, A. (2009). Hans-Georg Gadamer and the truth of hermeneutic experience. Analecta Hermeneutica, 1, 3-14. https://philpapers.org/rec/WIEHGA
How to Cite
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons License "Attribution-NonCommercial No Derivs 4.0 International" (CC BY-NC-ND 4.0) which permits others to use the publication as long as the authors are appropriately cited.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
- The Author grants to Coventry University an irrevocable, royalty-free, worldwide, non-exclusive licence to publish this article in this journal in addition to the licence granted at paragraph 1 of this copyright notice.