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Work integrated learning in sonography: Barriers, enablers, and comparative perspectives
P Boucaut1, R Tunny2, K McMahon3
1School of Clinical Sciences, Queensland University of Technology, GPO Box 2434, Brisbane, QLD 4001, Australia; School of Health, Medical and Applied Sciences, Central Queensland University, PO Box 1047, Rockhampton, QLD 4700, Australia.
Introduction:
Work-Integrated Learning (WIL) is a core component of all sonographer education pathways, requiring students to undertake intensive, hands-on clinical training to achieve professional competency. To enhance training quality and student experience, a holistic, student-centered approach and deeper understanding of discipline-specific challenges are essential. Research into the complexities of sonography WIL and its impact on student emotional, social, and psychological wellbeing remains limited. This study addresses that gap.
Methods:
An anonymous online survey was distributed via Qualtrics between 29 July and 8 November 2024 to sonography trainees and clinical supervisors across Australia who had participated in WIL within the past 12 months. Recruitment occurred through professional networks, social media, and industry channels. The survey explored perceptions of training-related challenges, support needs, and wellbeing indicators. Data was analyzed using descriptive and inferential statistics to identify key patterns and relationships.
Results:
The survey was completed by 431 participants, including 266 clinical supervisors (61.7 %) and 165 trainee sonographers (38.3 %). Results revealed many students struggle with poor work-life-study balance and face significant financial and logistical pressures. Competing personal and academic demands are often overwhelming. Clinical supervisors frequently underestimated the extent and impact of these challenges. There is strong demand for diverse support beyond financial aid. While professional identity development trends positively during training, it is not a universal protective factor for students. Notably, 24 % of trainees were identified as at risk of serious mental illness due to elevated psychological distress.
Conclusion:
A broader range of support strategies is urgently needed. Recommendations include financial support, improved access to mental health resources, structured mentorship, and more flexible academic pathways.
Implications For Practice:
Without such changes, the profession risks unsustainability, increased trainee exploitation, and compromised patient outcomes.
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