Confidence, leadership and management: the skills gained from the Sheffield Hallam University’s Research, Education and Leadership placement
Introduced in 2023, the scheme aims to give third-year students the expertise needed to thrive in all areas of radiography. David Smith shares insights from some of his students
By David Smith, senior lecturer and degree apprenticeship course leader, and Nicole Watkin, senior lecturer and undergraduate course leader
By David Smith, senior lecturer and degree apprenticeship course leader, and Nicole Watkin, senior lecturer and undergraduate course leader
Research, Education and Leadership (REL) placements were introduced at Sheffield Hallam University (SHU) in 2023 for final-year students on the BSc (Hons) Diagnostic Radiography programme. These placements expand the definition of practice beyond the clinical environment, aligning directly with the College of Radiographers’ Education and Career Framework and NHS England’s Multi-Professional Framework for Advanced Clinical Practice. Both frameworks highlight the four pillars of practice with research, education and leadership being integral to the professional identity of radiographers.
While the traditional training route allows development of clinical practice through clinical placements and development of research, education and leadership theory through academic studies, the REL placements offer an opportunity for real-world experiential learning outside of the conventional clinical setting.
The Health and Care Professions Council (HCPC) requires registrants to “understand the need for active participation in training, supervision and mentoring in supporting high standards of practice”. While learners will naturally be involved in supporting newer students throughout their training, there are few formal opportunities to support teaching in a higher education setting. With the integration of education placements, third-year students are supervised by senior members of the academic team, supporting the development of attributes such as critical thinking, adaptability and professional confidence.
The students’ rotation through activities is carefully designed to allow for a range of experiences throughout the four-week placement block. These range from observing different types of academic sessions (practicals, seminars, tutorials and lectures) and putting learning theories into practice when they design and deliver their own.
In addition, REL students attend a range of learning opportunities focused on teaching theory and inclusive practice in teaching to allow them to embed this within their project work. Opportunities extend to the leadership side of education as well, with the option to attend a range of meetings (such as oversight groups and course leader and team meetings) and other opportunities such as supporting revalidation work and helping provide student insights into current challenges.
Students are set outcomes from their placement in the form of a number of final projects. The October 2025 cohort’s final projects consisted of developing and delivering teaching sessions (underpinned by educational theory), creating a final presentation and creating and facilitating support for first-year students’ placement queries.
Each week, there are structured meetings for the REL students to share their practice. Formative feedback and structured guidance enable students to reflect critically on their practice, identify areas for improvement and develop skills that are directly transferable to professional roles, such as prioritisation, leadership and presentation skills.
From an academic standpoint, setting up and supporting REL students is time consuming and the success is very much reliant on the effort and motivation of each learner. But in my experience, it has been amazing seeing students, who may have initially feared public speaking or been lacking confidence in their practice, realise how much they know and begin to take the lead on teaching sessions and develop an understanding of teaching pedagogy in higher education.
The impact on students has been substantial. Exposure to REL placements enhances their understanding of leadership, research methodologies and educational practice, supporting the development of graduate attributes such as critical thinking, adaptability and professional confidence. Students have reported increased motivation, engagement and appreciation of the wider healthcare context, recognising the value of understanding decision-making processes and leadership structures within both clinical and educational environments. This is evidenced through the following reflections made by a few of the third-year REL students.
Muna
Before starting my REL placement at SHU, I felt nervous and uncertain about taking on an educator’s role. Coming from a clinical background, I questioned how teaching would enhance my development as a radiographer, but the experience quickly proved invaluable. I led extremity imaging practicals, facilitated discussions on inclusive LMP practice and planned seminars on alternative imaging modalities. These were all activities that built my confidence in public speaking, teamwork and feedback.
Applying Vygotsky’s social constructivism helped me see learning as a shared process where students and educators grow together. The placement deepened my understanding of the four pillars of practice – education, clinical practice, leadership and research – and how they interconnect in professional development.
I’m particularly proud of the confidence I’ve gained in facilitating learning and engaging others. The skills I’ve developed will enhance my clinical practice by improving communication, mentorship and contribution to a positive learning culture. Overall, the placement has been an empowering and transformative experience.
Giulia
Before starting REL, I was extremely nervous as I didn’t feel confident and knowledgeable enough to be able to support the level 4 and 5 students. When the placement started I was still nervous but, as time went on, I saw my leadership, management and confidence skills significantly improve. This was because our supporting lecturers gave us incredible support and critical feedback and, as I reflected on these feedbacks and put them into practice, I saw a substantial change in myself within a week.
I developed confidence, leadership, management, organisation and time management skills, and the ability to give critical and effective feedback. I will apply these capabilities on clinical placement by supporting students more confidently and using critical and reflective methods to guide their learning. On placement, I don’t get critical feedback so I am always unsure of what I need to improve on. However, these new skills I’ve developed will help me become a helpful radiographer as I now know how to give good feedback to support students’ learning.
My REL placement helped me see how much effort lecturers put into making sure we learn effectively. It has given me a new appreciation for the work that goes on behind every lesson. My biggest achievement was being able to independently teach practical sessions; it built my confidence immensely and it was great to see how much the level 4s appreciated us.
Kara
Before beginning my REL placement at SHU, I felt a mixture of anxiety and low expectations. I was unsure of how I would adapt to a new role and environment and I was wary of what was expected of me. However, the placement proved to be incredibly beneficial for both my professional and personal growth, and I have thoroughly enjoyed every minute of it, wishing I could do it again.
I have developed key skills in communication, critical thinking and learning behaviours, all of which have greatly strengthened my confidence and competence as a future radiographer. These capabilities will help me provide high-quality, patient-centred care while maintaining accuracy and efficiency in clinical practice. Moving forward, I aim to continue developing across the four pillars of practice, enhancing my clinical expertise, engaging in reflective learning, contributing to research and quality improvement, and supporting professional leadership.
My biggest takeaway from this experience is the sense of achievement in becoming more adaptable and self assured, hugely improving my confidence, which I am most proud of, as it marks a clear step forward in my journey as a radiographer.
The only downside to REL is that I am now looking into the education side of being a Diagnostic Radiographer and it has thrown a curveball into what I thought I wanted to do long term.
Shoshannah
As a mature student, I started my education placement feeling confident in my abilities. I had previously taught adult first aid through my role in scouting and had worked for 18 years as a dental nurse, during which time I provided on-the-job training for new dental nurses.
During the placement, I soon came to learn that my leadership skills needed more development as I struggled to delegate tasks and had a need to feel in control of situations. REL has helped me develop my leadership and education skills to a level where I feel prepared to mentor students in the years ahead and be able to give them constructive feedback to help them become competent and confident radiographers on qualification.
The most important things I have taken away from this placement are an understanding of the need for regular reflection on my own practices, knowledge of how this relates to the four pillars of practice and HCPC standards, and a clear idea on the direction I would like to take my career after qualification.
More about the students and new professionals
The Society of Radiographers offers a huge amount of support and resources for students and newly qualified radiographers.
From events and networking opportunities to professional guidance and academic journals, the SoR has plenty of resources for those setting out on their radiography careers.
Find out more about the benefits for students and new professionals here.
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