Introduction: This small-scale, qualitative research study explored the perceptions of Diagnostic Radiography clinical tutors transitioning from being radiographers to clinical educators in public hospitals in the eThekwini District of KwaZulu-Natal. Clinical instructors are known for having practical knowledge of teaching, but few understand the basic principles, theories, and concepts of the teaching and learning process.
Method: This exploratory qualitative study involved seven Diagnostic Radiography clinical tutors sampled purposively, from whom data were gathered using individual interviews. Thematic analysis was subsequently used to analyse the data.
Findings: The theoretical framework used in the study was derived from Schlossberg's Transition Theory which comprises four main elements namely, Situation, Social supports factor, Strategy, and Self-factor. The findings of the study indicated that most participants have had major challenges in the transition process, which have led to negative experiences and only a few had positive experiences. Participants postulated that clinical tutors and teaching institutes must create a forum for clinical tutors whereby they will engage with the university to discuss the issues and challenges of students during clinical training and assist each other with teaching skills.
Conclusion: Clinical tutors who participated indicated that they faced challenges that affected their ability to supervise students, which affected their clinical learning progress. This, therefore, calls for an extensive intervention of both the learning institution, the hospital management, and other relevant stakeholders to best figure out how these challenges can be addressed. This will allow for a smooth transition and improve students' supervision and ability to learn at the clinical venues.
Keywords: Clinical education; Clinical instructors/supervisors in radiography; Perception of clinical tutors; The transition of clinical coordinators.
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