Knowledge and skills transfer perspectives of diagnostic radiographers and students in clinical practice

Abstract

Introduction

The effective transfer of knowledge and skills between diagnostic radiographers and students in the clinical practice is crucial for professional development and patient care. However, information on the factors influencing this transfer is limited in the diagnostic radiography profession. The objective was to determine the contributors affecting knowledge and skills transfer between diagnostic radiographers and students in clinical practice.

Methods

A qualitative, descriptive research design was used. Semi-structured interviews were conducted with 15 participants, including seven qualified radiographers, five student radiographers and three newly graduated radiographers. The qualitative data were analysed using reflexive thematic analysis, from which three focus areas and eight themes were identified.

Results

Focus areas for knowledge and skills transfer were enablers, barriers and possible solutions. The themes under the focus area enablers included a safe and conducive working environment, personal attributes and preferred methods for learning. The themes identified as barriers to knowledge and skills transfer were communication and supervision challenges, personal and interpersonal factors, workplace pressures and adaptation challenges. Participants emphasised student placement strategies and professional development and engagement as possible solutions to overcome barriers experienced.

Conclusion

Knowledge and skills transfer is an integral part of clinical practice. This study provided a platform for participants to voice their perspectives on the factors influencing knowledge and skills transfer the clinical environment. The proposed solutions offer practical recommendations to enhance knowledge and skills transfer, supporting improved learning outcomes and professional development.

Implications for practice

The authors recommend in-service training sessions to promote knowledge transfer, regular professional development seminars, encouraging collaborative practice, fostering a supportive social environment, and introducing structured student orientation sessions for clinical practice as solutions to address knowledge and skills transfer barriers.