Radiography students’ resilience: The impact of interpersonal interactions in the clinical environment

INTRODUCTION: Many diagnostic radiography programs prescribe work placement early in the degree. In these programs first year students become actively involved with the workflow of clinical facilities, under the supervision of qualified diagnostic radiographers. In the clinical environment students are confronted with diverse interpersonal interactions, but little is known about the impact of these relations on the resilience of first year radiography students commencing clinical placement. The aim of this paper is, therefore, to present findings from a study that explored and identified how interactions, as they relate to the clinical environment, affect first-year radiography students' resilience. METHODS: Qualitative data were collected through focus groups (FGs), guided by a semi-structured interview schedule. First-year radiography students were purposively selected, using the inclusion criteria, and recruited through advertising the study on the learning management system (LMS). Voluntary participation, a confidentiality agreement, and informed consent were required prior to the focus group. Thematic analysis was performed, and after five focus groups, the researcher was confident that data saturation had been reached. FINDINGS: Twenty-one students participated in five focus groups. The key findings on interpersonal interactions, as they relate to the clinical environment, were identified as (i) student-patient relations, (ii) student-qualified radiographer relations, (iii) student-lecturer relations, and (iv) student-student relations. Student-patient relations seemed difficult at times; however, viewing encounters from a patient perspective helped students reframe negative experiences into positive perspectives. Furthermore, the findings relating to student-qualified radiographer relations and student-lecturer relations indicated that encouraging and respectful relationships greatly contribute to building students' resilience. CONCLUSION: This research shows that empathetic interpersonal interactions and protected time with peers and lecturers in the clinical environment serve as enablers of resilience in diagnostic radiography students. Negative interpersonal encounters adversely affected students' resilience, whereas positive interactions contributed to improved student resilience. IMPLICATIONS FOR PRACTICE: The study highlights the diverse clinical interactions that have a significant impact on radiography students' resilience. It suggests resilience-enhancing strategies to better manage interpersonal interactions in the clinical environment thereby improving students' confidence and communication skills.