Radiography (London, England : 1995) · 2026
Consensus-based recommendations to support sonographer training and wellbeing during work-integrated learning.
СтатьяНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Boucaut P, Tunny R, McMahon K, Osborne B, Lamb K, Wardle J, Reddan T, Edwards C
Аннотация
INTRODUCTION: The demanding nature of sonography training, alongside ongoing workforce and service pressures, can affect the quality of clinical learning experiences and trainee support. Although challenges associated with sonography work-integrated learning (WIL) have been well documented, evidence regarding stakeholder priorities for improvement remains limited. This study addresses that gap by developing consensus-based recommendations informed by trainee sonographers and clinical supervisors.
METHODS: A sequential mixed-methods design comprising focus groups and a three-round modified Delphi study was employed. Eleven participants (8 clinical supervisors, 3 trainee sonographers) were recruited through professional networks, social media, and industry connections. Eligibility required Australian Sonographer Accreditation Registry registration and WIL participation within the previous 12 months. Focus group data were analysed thematically to identify priority areas for improvement, informing Delphi survey development. Predefined consensus, endorsement, and content-validity criteria guided item retention.
RESULTS: Focus group analysis identified four key areas influencing sonographer training and wellbeing during WIL: psychological safety and connection, clinical supervision excellence, training pathway clarity, and context-responsive WIL practices. The Delphi process identified psychological safety and connection and clinical supervision excellence as the highest-priority domains for action. Recommended strategies focused on embedding psychologically safe learning practices and strengthening the consistency, quality, and accountability of clinical supervision. Workforce shortages and escalating role expectations were identified as key barriers to implementation.
CONCLUSION: The findings suggest that trainee capability alone does not account for effective sonography WIL. The relational and organisational conditions in which learning occurs also matter. Psychological safety and high-quality clinical supervision emerged as foundational priorities for supporting trainee learning and wellbeing, particularly during the early stages of WIL.
IMPLICATIONS FOR PRACTICE: Recommendations may improve trainee experiences, strengthen learning outcomes, and support workforce sustainability in sonography.
METHODS: A sequential mixed-methods design comprising focus groups and a three-round modified Delphi study was employed. Eleven participants (8 clinical supervisors, 3 trainee sonographers) were recruited through professional networks, social media, and industry connections. Eligibility required Australian Sonographer Accreditation Registry registration and WIL participation within the previous 12 months. Focus group data were analysed thematically to identify priority areas for improvement, informing Delphi survey development. Predefined consensus, endorsement, and content-validity criteria guided item retention.
RESULTS: Focus group analysis identified four key areas influencing sonographer training and wellbeing during WIL: psychological safety and connection, clinical supervision excellence, training pathway clarity, and context-responsive WIL practices. The Delphi process identified psychological safety and connection and clinical supervision excellence as the highest-priority domains for action. Recommended strategies focused on embedding psychologically safe learning practices and strengthening the consistency, quality, and accountability of clinical supervision. Workforce shortages and escalating role expectations were identified as key barriers to implementation.
CONCLUSION: The findings suggest that trainee capability alone does not account for effective sonography WIL. The relational and organisational conditions in which learning occurs also matter. Psychological safety and high-quality clinical supervision emerged as foundational priorities for supporting trainee learning and wellbeing, particularly during the early stages of WIL.
IMPLICATIONS FOR PRACTICE: Recommendations may improve trainee experiences, strengthen learning outcomes, and support workforce sustainability in sonography.