The role of debriefing in supporting, retaining, and educating radiography students: An exploratory narrative review

Introduction

Clinical placements are essential for the development of practical and professional skills for radiography students. However, they can also be a substantial source of stress. The shift from theoretical learning within the safety of the classroom environment to the unforeseen realities of clinical practice can be challenging. This narrative review aims to explore the role of debriefing in the context of simulation-based education (SBE) and clinical debriefing (CD), highlighting their relevance in supporting, retaining, and educating radiography students by improving their experiences during clinical placements.

Method

The literature search utilised databases including PubMed, Scopus, Cochrane Library, CINAHL, and MEDLINE. Key search terms included radiography, student, debriefing, resilience, retention, support, and emotional well-being. Due to limited radiography-specific research, the search was expanded to include broader healthcare literature, prioritising papers from the past decade.

Results

Debriefing following SBE allows students to process emotions, reactions, and mentally prepare for similar situations in clinical placements. Incorporating SBE debriefing into radiography programmes may help familiarise students with the structure and purpose of debriefs. The benefits of CD in radiography are not as well studied or established. Broader research from other health professions highlights the potential of CD to promote resilience and support the emotional and psychological well-being of individuals. Routine CD can provide a supportive, safe space for reflections and to express emotions. Prompted CD, performed after challenging events, should be conducted in a psychologically safe environment by well-trained facilitators. Where multiple students are involved, group debriefing may be more effective than individual sessions. Facilitators should create a safe space for emotional expression, avoid pressuring students to disclose detailed accounts of the traumatic experience, and provide follow-up support where necessary.

Conclusion

Establishing debriefing frameworks to the unique challenges faced by radiography professionals could better equip students to navigate the emotional demands of clinical placements. Future research could explore radiography students' and educators' perspectives on clinical debriefing, and evaluate the feasibility and effectiveness of specific debriefing models to support students before, during, and after practice placements. This knowledge can inform the development of formal guidelines to better educate and retain radiography students.