The Lived Experience of the Student Therapeutic Radiographer when caring for patients with cancer in the clinical placement setting: An Interpretive Phenomenological Analysis

Porritt, Bridget

Abstract

Background:
Therapeutic Radiographers and Therapeutic Radiography students are exposed to emotionally demanding situations in their daily care of cancer patients and their family/carers (Society of Radiographers SOR, 2016). The impact of this caring responsibility has yet to be explored in relation to the student therapeutic radiographer. Emotional exhaustion and burnout have been are known contributors to professionals deciding to leave their chosen profession and students to leave their pre-registration therapeutic radiography programmes of education (Probst, H 2012). Therefore, ensuring that appropriate pre-registration curricula encompass strategies to support students effectively throughout their professional journey is essential.
Aim: This research sought to explore the lived experience of student therapeutic radiographers in the context of caring for patients with cancer in the clinical placement setting.
Methodology: Multiple on-line semi-structured interviews with 10 participants took place throughout a 12-month period during pre-registration training. This allowed data collection from a sample representing all 3 years of the BSc (Hons) and 2 years of the Post Graduate (PG) Radiotherapy programmes. During the interview, dialogue was recorded and later transcribed verbatim by the researcher. . Findings were interpreted using Interpretive Phenomenological Analysis (IPA) (Smith, Flowers and Larkin, 2012).
Findings: Seven master themes were identified:
1- Emotional Burden
2- The Professional Student
3- Impact of Covid-19
4- Managing Demands
5- The Professional Carer
6- Progression and Transition
7- Radiation

Findings of this study highlighted the weight of responsibility experienced by student therapeutic radiographers in relation to fear of giving an incorrect dose. The sense of guilt experienced due to feeling responsible for treatment induced side-effects and consideration of whether the impact on quality of life for the patient, outweighed survival benefit. A consistent finding relates to students continually hiding any emotional response to what they were witnessing in order to protect the patient at all costs.
Findings will inform future pre-registration radiotherapy education programme design, delivery and models of student support nationally and globally. Ensuring programme content explores the emotional burden associated with giving care to people with cancer is essential. The weight of responsibility associated with delivering doses of radiation should not be underestimated. Higher education programme providers and clinical mentors, must ensure they support, develop and nurture their students in order for them to be able to manage the impact of their professional practice through resilience building, supported reflection and opportunities to de-brief openly and safely.

Citation

Porritt, B. (2024). The Lived Experience of the Student Therapeutic Radiographer when caring for patients with cancer in the clinical placement setting: An Interpretive Phenomenological Analysis. (Thesis). University of Salford

• Thesis Type: Thesis
• Deposit Date: May 17, 2024
• Publicly Available Date: Jul 1, 2024
• Award Date: May 31, 2024