Radiography (London, England : 1995) · 2026
The perceived value of clinical reflective work undertaken by radiography students in Ireland.
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McNamara G, Ryan E, Galvin K, Gethins A, McNulty J P
Аннотация
INTRODUCTION: Self-reflection is promoted by the regulatory body CORU to support professional development and improve clinical practice. However, heavy workloads and the use of reflection as a formal assessment tool may reduce engagement. Limited research has explored students' perspectives on self-reflection. This study aimed to assess students' perceptions of its value and factors influencing engagement during clinical placement.
METHODS: A mixed-methods study was conducted with undergraduate and graduate-entry radiography students at a single institution. Data was collected using a Likert-scale questionnaire and a semi-structured focus group. Survey data were analysed using descriptive statistics, Kruskal-Wallis and post hoc Dunn's tests, while reflective thematic analysis was applied to interpret focus group findings.
RESULTS: Questionnaire responses (n = 113) indicated that the reflective platform, MyProgress, supported identification of strengths and weaknesses. While 69% of students (n = 78) reported having sufficient time for reflection, many also described it as 'time-consuming'. Key challenges included a lack of regular educator feedback and the tendency for students to complete reflections retrospectively in a single sitting. A significant difference for mean response scores between student groups was observed in the 'Personal and Professional Development' section (p = 0.029). Focus group findings showed reflection was most valuable following challenging experiences or post-examination. Reflections were used to refresh knowledge prior to placement, however, a theme of 'dishonesty' within reflections was identified.
CONCLUSION: Self-reflection was perceived as both beneficial and challenging. While it facilitates reflective practice, improved guidance, feedback, and engagement are required to enhance quality and authenticity.
IMPLICATIONS FOR PRACTICE: Frequent engagement from CPEs may enhance student engagement encouraging more consistent, meaningful reflection. Providing protected time during clinical placement may reduce the emphasis on graded reflections, minimising dishonest or superficial responses.
METHODS: A mixed-methods study was conducted with undergraduate and graduate-entry radiography students at a single institution. Data was collected using a Likert-scale questionnaire and a semi-structured focus group. Survey data were analysed using descriptive statistics, Kruskal-Wallis and post hoc Dunn's tests, while reflective thematic analysis was applied to interpret focus group findings.
RESULTS: Questionnaire responses (n = 113) indicated that the reflective platform, MyProgress, supported identification of strengths and weaknesses. While 69% of students (n = 78) reported having sufficient time for reflection, many also described it as 'time-consuming'. Key challenges included a lack of regular educator feedback and the tendency for students to complete reflections retrospectively in a single sitting. A significant difference for mean response scores between student groups was observed in the 'Personal and Professional Development' section (p = 0.029). Focus group findings showed reflection was most valuable following challenging experiences or post-examination. Reflections were used to refresh knowledge prior to placement, however, a theme of 'dishonesty' within reflections was identified.
CONCLUSION: Self-reflection was perceived as both beneficial and challenging. While it facilitates reflective practice, improved guidance, feedback, and engagement are required to enhance quality and authenticity.
IMPLICATIONS FOR PRACTICE: Frequent engagement from CPEs may enhance student engagement encouraging more consistent, meaningful reflection. Providing protected time during clinical placement may reduce the emphasis on graded reflections, minimising dishonest or superficial responses.