Department of Medical Imaging and Therapeutic Sciences, Cape Peninsula University of Technology, South Africa.
Faculty of Health and Wellness Sciences and Professional Education Research Institute, Cape Peninsula University of Technology, South Africa.
Radiography (Lond). 2024 Oct;30(6):1597-1603. doi: 10.1016/j.radi.2024.09.066. Epub 2024 Oct 11.
Professional socialisation entails acquisition and internalisation of knowledge, skills, and values necessary to become members of a chosen profession. In the healthcare professions, the process is initiated during undergraduate academic and clinical learning, with clinical learning considered as more significant. This suggests that clinical radiographers play a key role in socialising students into the radiography profession. Based on communities of practice, a theory of social learning, professional socialisation of diagnostic radiography students would involve different members of the radiography community. Limited knowledge exists on the professional socialisation of diagnostic radiography students.
This study aimed to explore how diagnostic radiography students are socialised in the clinical environment with a focus on the role of communities of practice.
Qualitative, exploratory, and descriptive research was conducted. Data was collected through unstructured interviews and focus groups. Interview recordings were verbatim transcribed, and framework analysis was used to analyse data.
Data analysis resulted in the identification of a key theme, radiography community involvement, with four subthemes: shared responsibility for learning and teaching, critical reflection and lifelong learning, interpersonal skills, and empathy and consideration for students.
Effective professional socialisation of diagnostic radiography students is essential to develop radiography knowledge, skills, and values. The findings presented in this paper highlight the importance of the radiography community involvement in the professional socialisation of students because the various members of this community have valuable knowledge to share and a role to play.
The findings can guide development of initiatives to support radiography community members in their role as facilitators of student professional socialisation, which in turn will enable effective professional socialisation for the students.
专业社会化包括获取和内化成为所选职业成员所需的知识、技能和价值观。在医疗保健专业中，这个过程始于本科的学术和临床学习，而临床学习被认为更为重要。这表明临床放射技师在将学生社会化成为放射技师方面发挥着关键作用。基于实践共同体，一种社会学习理论，诊断放射学学生的专业社会化将涉及放射学共同体的不同成员。关于诊断放射学学生的专业社会化，知识有限。
本研究旨在探讨诊断放射学学生如何在临床环境中被社会化，重点关注实践共同体的作用。
采用定性、探索性和描述性研究方法。通过非结构化访谈和焦点小组收集数据。访谈录音逐字转录，并使用框架分析对数据进行分析。
数据分析导致确定了一个关键主题，即放射科社区参与，包括四个子主题：学习和教学的共同责任、批判性反思和终身学习、人际交往技巧以及对学生的同理心和体贴。
有效地将诊断放射学学生社会化对于发展放射学知识、技能和价值观至关重要。本文提出的研究结果强调了放射科社区参与学生专业社会化的重要性，因为该社区的各个成员都有宝贵的知识可以分享，并且可以发挥作用。
这些发现可以指导制定举措，以支持放射科社区成员在促进学生专业社会化方面的作用，从而为学生提供有效的专业社会化。
