Lessons learned from the experiences of newly qualified therapeutic radiography students who transitioned to work during the Covid-19 pandemic

Abstract

Introduction

The Covid-19 pandemic raised profound questions regarding healthcare values and responsibility for managing collective and individual needs. This context presents a unique opportunity to explore the experiences of newly qualified therapeutic radiographers transitioning to work.

Method

An interpretivist qualitative design used one-to-one, semi-structured interviews. Questions based on previous findings and person–environment congruence theory focussed on how the reality of transition compared to expectations and the feelings and attitudes this transition generated. Data analysis used a thematic framework approach.

Results

Eleven participants had worked as new Band 5 therapeutic radiographers for at least 12 months in English and Welsh departments. Three related themes were: the transitional state (the psychological nature of transition); professional socialisation (integration was co-constructed by the individual and department, with some conflict evident between the needs of the two parties); motivation (data described a u-shaped arc in level of motivation towards learning, encompassing early aspiration, turning to apathy and then anticipation of new beginnings.)

Conclusion

Whilst a person's motivation relates to the extent that their expectations are met regarding the pace of professional development, preceptorship packages should support the psychological aspect of transition as much as external indicators such as competencies. Recognition of new registrants' individual skills and aptitudes at an organisational level is key to supporting integration.

Implications for practice

The pandemic could be seen as an extreme way to reduce a complex multifactorial transitional event to its constituent parts. Personalised one-to-one mentorship is likely to be the optimal way to support psychological aspects of transition for all preceptees. Senior teams can foster compassionate leadership that enables the sense of having a contributing role within the organisation, which recognises individual skills and aptitudes.