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Introduction: The national sonographer workforce deficit is not a new challenge and has been driven by the increasing demand for ultrasound services. The current educational models only facilitate small trainee numbers and are unable to keep abreast of the demand for trained sonographers. This is partially due to the intensive (and often one to one) sonographer training which has instigated much debate relating to alternative models of education. Alongside this, debate continues on the educational level of any future training models; one suggestion being the introduction of a graduate sonographer and the subsequent integration into the current workforce. The aim of this research was to gain a deeper understanding of the perceptions of key stakeholders in relation to potential challenges and barriers, especially associated with protectionism, and to offer recommendations to overcome these. Methods: A total of thirteen semi-structured interviews were conducted and the data analysed using a constructivist Grounded Theory approach. Results: The findings suggested that sonographers, as an occupational group, presented challenges and resistance to change as a mechanism for protecting their own roles. This research highlighted that responses to the concept of integrating a new sonographer graduate into the workforce were deeply rooted and centred around power and dominance. Conclusion: The findings from the research identified that tradition and professional culture created barriers for the future development of the sonography profession and that there was an urgent need for change which, it was proposed, could be achieved through clear leadership to manage and implement the changes.

The impetus for this work was the increasing concern over the national sonographer workforce deficit. Despite this, demand for ultrasound services continued to increase with current educational models only facilitating small numbers of trainees at any given time. At the time of writing this first line investigative modality was nearing crisis and there was an urgent need for different education models and service reconfiguration.Aim: This study explored the perceptions of key stakeholders in relation to employability of a new sonographer graduate after proposed completion of a direct entry, undergraduate programme of study. The aim of the research was to gain a deeper understanding of the current perceptions of key stakeholders related to employing new sonography graduates.Method: Semi structured interviews were used and a total of thirteen participants interviewed. The data collected was analysed using a constructivist Grounded Theory approach and emerging theory tested. The qualitative approach allowed rich and detailed exploration of the participants' perceptions.Findings: An overarching theory emerged related to 'striving for professional identity' with three categories; achieving professionalism, being in control and managing change. Much resistance to change and protection of their own roles emerged as did the lack of clarity for the role, career structure and pay. Some of this was attributable to the historical development of radiography and sonography and associated with maintaining professional boundaries. The findings also suggested that the challenges of employing a new sonographer graduate were much more deeply rooted. It highlighted sonography lacked some of the key requirements for professionalisation and the professional identity and recognition were weak.

Introduction: Employer led apprenticeship trailblazer groups develop the occupational standard and end point assessment associated with a particular job or occupation. All degree apprenticeship programmes within England must align to these and for allied health professions, this is a new concept. Exploring stakeholder motivations for being part of the trailblazer groups is essential to inform subsequent curriculum design and implementation for this new model of education. Methods: Eighteen semi-structured interviews were undertaken across the three radiography related (diagnostic, therapeutic and sonography) trailblazer groups using a pragmatic constructivist approach. Results: Strong themes emerged around professional recognition, and conflicts between being 'educated' or 'trained', and between vocational and academic components of radiography training. Even within these pioneer groups there was a lack of understanding around degree apprenticeship programmes and their potential impact upon the workforce. Whilst the benefits on recruitment and retention of staff through widening participation were acknowledged, there were concerns around apprentice pay and mentorship. Evidence of professional protectionism was uncovered, balanced by professional pride and a strong desire for team working within and between institutions. Conclusion: The study highlighted an urgent need for further research and awareness raising for employers and practitioners, prior to implementation of radiography-related degree apprenticeships. Implications for practice: This is the first evaluation of stakeholder motivations related to the development of degree apprenticeships within the allied health professions. The results and recommendations for practise will inform the imminent implementation of degree apprenticeships for the three radiography related professions, facilitating a smooth transition to apprenticeships for clinical and education departments.

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