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Hepburn SJ, Fatema SR, Jones R, Rice K, Usher K, Williams J. Preparedness for practice, competency and skill development and learning in rural and remote clinical placements: A scoping review of the perspective and experience of health students. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2024:10.1007/s10459-024-10378-4. [PMID: 39347864 DOI: 10.1007/s10459-024-10378-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/11/2024] [Accepted: 09/22/2024] [Indexed: 10/01/2024]
Abstract
When considering health professionals' requirements and responsibilities, competence is a complex concept that extends beyond knowledge to encompass understanding, application, technical skills, problem-solving, and clinical judgment. Rural clinical placements provide a rich learning environment for students to improve their competencies, self-esteem, and preparedness for practice (PFP). This scoping review aimed to identify pre-registration health students' perspectives on rural placement regarding competency and skill development, and enablers and barriers to learning. The methodology outlined by the Joanna Briggs Institute was followed. Out of 1186 records (366 duplicates), 821 were screened by title and abstract, 59 underwent full-text screening and 18 studies were included. Over half the studies included medicine students (n = 11). Reported competencies predominantly focused on self-assessed confidence regarding clinical skills. The reported barriers and enablers to learning highlighted the complexity of the placement experience and the importance of interpersonal factors, learner engagement and the supervisor's role. The review identified a gap in the literature pertaining to student perspectives of competencies and skills not assessed or experienced as well as a lack of standardised measures for PFP. The identified enablers and barriers provide suggestions for rural placement design and emphasise the importance of the student learning experience. Future research could include multiple health disciplines and specific methodologies to identify health students' perspectives regarding the development of competency, relatedness and autonomy, that is how to support health students to think, feel and act like health professionals.
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Affiliation(s)
- Stevie-Jae Hepburn
- Faculty of Medicine and Health, University of New England, Armidale, NSW, 2350, Australia.
| | - Syadani Riyad Fatema
- Faculty of Medicine and Health, University of New England, Armidale, NSW, 2350, Australia
| | - Rikki Jones
- Faculty of Medicine and Health, University of New England, Armidale, NSW, 2350, Australia
| | - Kylie Rice
- Faculty of Medicine and Health, University of New England, Armidale, NSW, 2350, Australia
| | - Kim Usher
- Faculty of Medicine and Health, University of New England, Armidale, NSW, 2350, Australia
| | - Jen Williams
- Faculty of Medicine and Health, University of New England, Armidale, NSW, 2350, Australia
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Flinterman LE, González-González AI, Seils L, Bes J, Ballester M, Bañeres J, Dan S, Domagala A, Dubas-Jakóbczyk K, Likic R, Kroezen M, Batenburg R. Characteristics of Medical Deserts and Approaches to Mitigate Their Health Workforce Issues: A Scoping Review of Empirical Studies in Western Countries. Int J Health Policy Manag 2023; 12:7454. [PMID: 38618823 PMCID: PMC10590222 DOI: 10.34172/ijhpm.2023.7454] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2022] [Accepted: 05/30/2023] [Indexed: 04/16/2024] Open
Abstract
BACKGROUND Medical deserts are considered a problematic issue for many Western countries which try to employ multitude of policies and initiatives to achieve a better distribution of their health workforce (HWF). The aim of this study was to systematically map research and provide an overview of definitions, characteristics, contributing factors and approaches to mitigate medical deserts within the European Union (EU)-funded project "ROUTE-HWF" (a Roadmap OUT of mEdical deserts into supportive Health WorkForce initiatives and policies). METHODS We performed a scoping review to identify knowledge clusters/research gaps in the field of medical deserts focusing on HWF issues. Six databases were searched till June 2021. Studies reporting primary research from Western countries on definitions, characteristics, contributing factors, and approaches were included. Two independent reviewers assessed studies for eligibility, extracted data and clustered studies according to the four defined outcomes. RESULTS Two-hundred and forty studies were included (n=116, 48% Australia/New Zealand; n=105, 44% North America; n=20, 8% Europe). All used observational designs except for five quasi-experimental studies. Studies provided definitions (n=171, 71%), characteristics (n=95, 40%), contributing factors (n=112, 47%), and approaches to mitigate medical deserts (n=87, 36%). Most medical deserts were defined by the density of the population in an area. Contributing factors to HWF issues in medical deserts consisted in work-related (n=55, 23%) and lifestyle-related factors (n=33, 14%) of the HWF as well as sociodemographic characteristics (n=79, 33%). Approaches to mitigate them focused on training adapted to the scope of rural practice (n=67, 28%), HWF distribution (n=3, 1%), support/infrastructure (n=8, 3%) and innovative models of care (n=7, 3%). CONCLUSION Our study provides the first scoping review that presents and categorizes definitions, characteristics, contributing factors, and approaches to mitigate HWF issues in medical deserts. We identified gaps such as the scarcity of longitudinal studies to investigate the impact of factors contributing to medical deserts, and interventional studies to evaluate the effectiveness of approaches to mitigate HWF issues.
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Affiliation(s)
- Linda E. Flinterman
- Health Workforce and Organization Studies, Netherlands Institute for Health Services Research (NIVEL), Utrecht, The Netherlands
| | | | - Laura Seils
- Avedis Donabedian Research Institute – UAB, Madrid, Spain
| | - Julia Bes
- Health Workforce and Organization Studies, Netherlands Institute for Health Services Research (NIVEL), Utrecht, The Netherlands
| | | | | | - Sorin Dan
- Innovation and Entrepreneurship InnoLab, University of Vaasa, Vaasa, Finland
| | - Alicja Domagala
- Department of Health Policy and Management, Institute of Public Health, Jagiellonian University, Krakow, Poland
| | - Katarzyna Dubas-Jakóbczyk
- Department of Health Economics and Social Security, Institute of Public Health, Jagiellonian University, Krakow, Poland
| | - Robert Likic
- School of Medicine, University of Zagreb, Zagreb, Croatia
| | - Marieke Kroezen
- Trimbos Institute, Netherlands Institute of Mental Health and Addiction, Utrecht, The Netherlands
| | - Ronald Batenburg
- Health Workforce and Organization Studies, Netherlands Institute for Health Services Research (NIVEL), Utrecht, The Netherlands
- Department of Sociology, Radboud University, Nijmegen, The Netherlands
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Tsimaras T, Wallace JE, Adams C, Baker TM, Kutz SJ. Actualizing Cultural Humility: An Exploratory Study of Veterinary Students' Participation in a Northern Community Health Rotation. JOURNAL OF VETERINARY MEDICAL EDUCATION 2023; 50:205-216. [PMID: 35385371 DOI: 10.3138/jvme-2021-0130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Rotations in diverse, marginalized communities may offer health care students opportunities to develop cultural humility through different clinical experiences and activities. Through the actualization of cultural humility, veterinarians may offer accessible, affordable, culturally proficient, high-quality care to all their patients with a better understanding of how cultural differences affect the animal patient's health, well-being, and care. The purpose of this study was to explore whether participation in a community rotation in remote northern Indigenous communities promotes cultural humility among final-year veterinary students. Small groups of University of Calgary veterinary students travel annually to the Sahtu Settlement Area of the Northwest Territories, Canada, to participate in the Northern Community Health Rotation (NCHR). During the 4-week rotation, students spend 2.5 weeks providing veterinary services to domestic animals in five communities in the Sahtu. Eleven veterinary students who attended the NCHR between 2015 and 2020 answered exploratory open-ended questions in an online survey. Responses highlight areas of learning that contributed to their development of cultural humility. The rotation appears successful in increasing students' confidence working with people from diverse cultures, offering students opportunities to implement a client-centered approach, and advancing their capacity to recognize and challenge their preconceived biases about Indigenous cultures and animal ownership. These experiences are important to the acquisition of cultural humility for veterinary care providers.
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Affiliation(s)
- Tacia Tsimaras
- Department of Sociology, University of Calgary, 2500 University Dr. NW, Calgary, AB T2N 1N4 Canada
| | - Jean E Wallace
- Department of Sociology, University of Calgary, 2500 University Dr. NW, Calgary, AB T2N 1N4 Canada
| | - Cindy Adams
- Veterinary Clinical and Diagnostic Sciences, Faculty of Veterinary Medicine, University of Calgary, 3280 Hospital Dr. NW, Calgary, AB T2N 4Z6 Canada
| | - Tessa M Baker
- Department of Ecosystem and Public Health, Faculty of Veterinary Medicine, University of Calgary, 3280 Hospital Dr. NW, Calgary, AB T2N 4Z6 Canada
| | - Susan J Kutz
- Department of Ecosystem and Public Health, Faculty of Veterinary Medicine, University of Calgary, 3280 Hospital Dr. NW, Calgary, AB T2N 4Z6 Canada
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Green E, Quilliam C, Sheepway L, Hays CA, Moore L, Rasiah RL, Bailie J, Howard C, Hyde S, Inyang I, Matthews K, Ferns J, Brown LJ, Jones S, Collett M. Identifying features of quality in rural placements for health students: scoping review. BMJ Open 2022; 12:e057074. [PMID: 35396299 PMCID: PMC8995951 DOI: 10.1136/bmjopen-2021-057074] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
OBJECTIVES To explore and synthesise the evidence relating to features of quality in rural health student placements. DESIGN Scoping review. DATA SOURCES MEDLINE, CINAHL, Embase, ProQuest, Informit, Scopus, ERIC and several grey literature data sources (1 January 2005 to 13 October 2020). STUDY SELECTION The review included peer-reviewed and grey literature from Organisation for Economic Co-operation and Development listed countries that focused on quality of health student placements in regional, rural and remote areas. DATA EXTRACTION Data were extracted regarding the methodological and design characteristics of each data source, and the features suggested to contribute to student placement quality under five categories based on a work-integrated learning framework. RESULTS Of 2866 resulting papers, 101 were included for data charting and content analysis. The literature was dominated by medicine and nursing student placement research. No literature explicitly defined quality in rural health student placements, although proxy indicators for quality such as satisfaction, positive experiences, overall effectiveness and perceived value were identified. Content analysis resulted in four overarching domains pertaining to features of rural health student placement quality: (1) learning and teaching in a rural context, (2) rural student placement characteristics, (3) key relationships and (4) required infrastructure. CONCLUSION The findings suggest that quality in rural health student placements hinges on contextually specific features. Further research is required to explore these findings and ways in which these features can be measured during rural health student placements.
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Affiliation(s)
- Elyce Green
- Three Rivers University Department of Rural Health, Charles Sturt University, Wagga Wagga, New South Wales, Australia
| | - Claire Quilliam
- Department of Rural Health, The University of Melbourne, Shepparton, Victoria, Australia
| | - Lyndal Sheepway
- La Trobe Rural Health School, La Trobe University, Wodonga, Victoria, Australia
| | - Catherine A Hays
- Centre for Rural and Remote Health, James Cook University, Mount Isa, Queensland, Australia
| | - Leigh Moore
- Rural and Remote Health, Flinders University, Darwin, Northern Territory, Australia
| | - Rohan L Rasiah
- Western Australian Centre for Rural Health, The University of Western Australia, Karratha, Western Australia, Australia
| | - Jodie Bailie
- University Centre for Rural Health, The University of Sydney, Lismore, New South Wales, Australia
| | - Christine Howard
- Three Rivers University Department of Rural Health, Charles Sturt University, Wagga Wagga, New South Wales, Australia
| | - Sarah Hyde
- Joint Program in Medicine School of Rural Medicine, Charles Sturt University, Orange, New South Wales, Australia
| | - Imo Inyang
- Centre for Rural Health, University of Tasmania, Launceston, Tasmania, Australia
| | - Kylie Matthews
- Majarlin Kimberley Centre for Remote Health, The University of Notre Dame, Broome, Western Australia, Australia
| | - Jane Ferns
- Department of Rural Health, The University of Newcastle, Taree, New South Wales, Australia
| | - Leanne J Brown
- Department of Rural Health, The University of Newcastle, Taree, New South Wales, Australia
| | - Sara Jones
- Department of Rural Health, University of South Australia, Whyalla, South Australia, Australia
| | - Marjorie Collett
- Western Australian Centre for Rural Health, The University of Western Australia, Geraldton, Western Australia, Australia
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Pullon S, Garrett S, Garnett A, Schwass ER, McKinlay E, Ashworth N, Darlow B. Five years on: Influences on early career health professionals from a rural interprofessional pre-registration immersion program. Aust J Rural Health 2021; 29:146-157. [PMID: 33793016 DOI: 10.1111/ajr.12705] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2020] [Revised: 10/29/2020] [Accepted: 11/25/2020] [Indexed: 11/29/2022] Open
Abstract
OBJECTIVE To ascertain former students' perceptions of and influences from a final-year pre-registration, rurally located, clinically based, 5 week interprofessional program on their subsequent work and career in the health professions. DESIGN Online survey delivered 5 years post-program (4 years post-graduation). SETTING The Tairāwhiti interprofessional education program was first undertaken in 2012/2013 by students from six health professional degree programs (dentistry, dietetics, medicine, nursing, pharmacy and physiotherapy) in the Tairāwhiti region, New Zealand. PARTICIPANTS Health professionals who attended the Tairāwhiti interprofessional education program in 2012/2013 as students were invited to participate; 70 of 86 (81%) responded in 2017/2018. RESULTS Five years on, most respondents (91%;64/70) were working as health professionals, with a fifth (23%;15/64) working overseas. Of those currently practising in New Zealand, 51% (24/47) were working in hospital practice and 49% (23/47) in the community, with 56% (27/48) working in metropolitan areas and 44% (21/48) in regional/rural locations. Of the 51 respondents who provided free-text comments about perceived influences of program participation, the majority described positive influences on their clinical practice as health professionals or their subsequent career choices. Five themes emerged from the free-text data: 'made me a better clinician'; 'made me consider rural/regional work'; 'collaborating for care'; 'choosing an area of practice to work in,' and 'little or no impact.' CONCLUSION This work reports positive influences on subsequent careers among respondents who had previously participated as final-year students in a rurally located IPE program, particularly with respect to interprofessional working, rural health, and contextual and cultural influences.
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Affiliation(s)
- Susan Pullon
- Department of Primary Health Care and General Practice, University of Otago, Wellington, New Zealand
| | - Susan Garrett
- Department of Primary Health Care and General Practice, University of Otago, Wellington, New Zealand
| | - Amanda Garnett
- Department of Primary Health Care and General Practice, University of Otago, Wellington, New Zealand
| | - Elizabeth Rose Schwass
- Department of Primary Health Care and General Practice Tairāwhiti, Tairāwhiti District Health Board, Gisborne, New Zealand
| | - Eileen McKinlay
- Department of Primary Health Care and General Practice, University of Otago, Wellington, New Zealand
| | - Natasha Ashworth
- Department of Primary Health Care and General Practice Tairāwhiti, Tairāwhiti District Health Board, Gisborne, New Zealand
| | - Ben Darlow
- Department of Primary Health Care and General Practice, University of Otago, Wellington, New Zealand
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Drovandi A, Woolley T. Workforce supply of pharmacists in Queensland communities from James Cook University Pharmacy Graduates. Aust J Rural Health 2020; 28:462-468. [PMID: 32985033 DOI: 10.1111/ajr.12662] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2020] [Revised: 07/14/2020] [Accepted: 07/22/2020] [Indexed: 11/30/2022] Open
Abstract
OBJECTIVE This study investigates whether the regional pharmacy school at James Cook University in North Queensland is providing graduates geared to address the pharmaceutical needs of the state's regional, rural and remote communities. DESIGN A cross-sectional study of practice locations of James Cook University pharmacy graduates in 2019 compared to those from other Australian pharmacy schools. PARTICIPANTS Pharmacists from the James Cook University pharmacy program and those from other Australian pharmacy schools working in Queensland. MAIN OUTCOME MEASURES Comparison of the proportion of James Cook University pharmacy graduates practising in the seven Modified Monash Model rurality classifications in Queensland to graduates from other pharmacy schools. Comparison of Index of Relative Social Advantage and Disadvantage for local government areas in these practice locations. Association between Modified Monash Model for hometown and Australian practice locations for domestic James Cook University pharmacy graduates. RESULTS Of 973 James Cook University pharmacy graduates, 640 (65.8%) practised within Queensland in 2019. Compared to other Australian pharmacy graduates practising in Queensland at this time, James Cook University graduates had significantly higher odds of practising in local government areas with greater social disadvantage (lower Index of Relative Social Advantage and Disadvantage indices [<975]) and in rural and remote locations. Of 822 domestic James Cook University graduates, 84.5% were from a regional, rural or remote area, and compared to their hometown Modified Monash Model classification, two-thirds of these graduates practised in settings with the same or more rural Modified Monash Model classification. CONCLUSIONS This study indicates that regional pharmacy schools have potential to attract and retain graduates in regional, rural and remote areas, including disadvantaged and/or rural towns.
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Affiliation(s)
- Aaron Drovandi
- College of Medicine & Dentistry, James Cook University, Townsville, QLD, Australia
| | - Torres Woolley
- College of Medicine & Dentistry, James Cook University, Townsville, QLD, Australia
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Lewis R, Ibbotson R, Kelly S. Student nurses' career intentions following placements in general practice through the advanced training practices scheme (ATPS): findings from an online survey. BMC MEDICAL EDUCATION 2019; 19:448. [PMID: 31796003 PMCID: PMC6889438 DOI: 10.1186/s12909-019-1880-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/03/2018] [Accepted: 11/20/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND The demand for General Practice services in the UK, and elsewhere, is rising quickly. In part, the increasing demand is from an aging population that requires management of multiple long-term conditions. The General Practice Nurse is increasingly taking on the role. It is acknowledged that if general practice is to be able to recruit sufficient General Practice Nurses (GPNs) to meet this increasing demand in the future, new graduate nurses must be encouraged to consider general practice as a viable career option. This research is part of a review of the Advanced Training Practice Scheme (ATPS) which supported clinical placements in participating general practices. METHODS The aim of the study was to examine nursing students' perceptions of GP placements, and their effect upon career intentions following graduation from Sheffield Hallam University (SHU), in the UK. Interviews and an online survey were used collect data. Only the survey is reported here. The bespoke survey examined students' views of: opportunities for learning new clinical skills and consolidating existing clinical skills; the learning environment in general practice and their views on a career in general practice. RESULTS One thousand one hundred twenty undergraduate adult-field nursing students were contacted, with a response rate of 41% (N = 462). Ninety respondents had a placement and, 92% (N = 84) viewed practice nursing positively, and 77% (N = 70) felt that the placement had transformed their views on general practice. The opportunity to participate in the management of the various aspects of chronic disease was identified by 84% (N = 76) of the students as a key new skill they had acquired. They also reported that they valued a team ethos, control over aspects of work, and the variety of health problems they encountered. CONCLUSION The findings from this study demonstrate a positive experience arising from the provision of General Practice placements for nursing students. The use of 'targeted' placement schemes with appropriate support such as this may be seen as a viable way of exposing nursing students to General Practice nursing, and of encouraging new graduate nurses to consider General Practice nursing as a viable career option.
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Affiliation(s)
- Robin Lewis
- Department of Nursing and Midwifery, Sheffield Hallam University, Sheffield, UK
| | - Rachel Ibbotson
- Department of Allied Health Profession, Sheffield Hallam University, Sheffield, UK
| | - Shona Kelly
- Department of Social Work, Social Care and Community Studies, Sheffield Hallam University, Sheffield, UK
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Miller-Rosser K, Colgrave J, Stockhausen L. The student experience of a 'kidney CAMP' as a primary care clinical placement for undergraduate nursing students. NURSE EDUCATION TODAY 2019; 83:104198. [PMID: 31513987 DOI: 10.1016/j.nedt.2019.08.016] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2018] [Revised: 07/15/2019] [Accepted: 08/15/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Historically clinical placements have been within acute care settings. In a more contemporary society, the future focus of health care is primary care, with an emphasis in expanding primary care clinical placements, to meet the needs of increasing workforce requirements. An innovative collaborative educational model was designed to provide a high quality learning experience and to increase numbers of students experiencing a primary care clinical placement. OBJECTIVE To explore student nurses' lived experiences within an innovative primary care setting. METHODS A qualitative case study was undertaken to analyse nursing students' experiences at the Kidney Kids Camp primary care clinical placement. FINDINGS Participants described how the primary care placement changed their view of nursing and the nurses' role. Five themes emerged from the research: developing knowing through children's eyes; entering the world of primary care; facing a journey of self-discovery; it's all in the way you communicate and; it makes you think differently about nursing. DISCUSSION The experience of this primary care placement enabled nursing students to enter the world of children living with chronic illness. Immersing students into this unique environment enabled them to gain a greater insight into primary care through the eyes of the children. CONCLUSION Kidney Kids camp experiences presented nursing students with an enhanced appreciation of primary care nursing, working with children, and an understanding of the impact of chronic health illnesses, through the primary care lens.
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Affiliation(s)
- Kolleen Miller-Rosser
- Southern Cross University, Nursing Academic, Hogbin Drive, Coffs Harbour, NSW 2450, Australia.
| | - June Colgrave
- Southern Cross University, Nursing Academic, Hogbin Drive, Coffs Harbour, NSW 2450, Australia.
| | - Lynette Stockhausen
- Southern Cross University, Nursing Academic, Hogbin Drive, Coffs Harbour, NSW 2450, Australia.
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Furness L, Tynan A, Ostini J. What supports allied health students to think, feel and act as a health professional in a rural setting? Perceptions of allied health staff. Aust J Rural Health 2019; 27:489-496. [PMID: 31667983 DOI: 10.1111/ajr.12557] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2019] [Revised: 06/19/2019] [Accepted: 07/15/2019] [Indexed: 11/30/2022] Open
Abstract
OBJECTIVE Clinical placements in rural locations provide student health professionals with diverse learning opportunities. Engaging in clinical work and learning from role models and peers in the workplace are primary ways students develop professional skills, behaviour and identities as a health professional. The purpose of this study was to examine the influences supporting allied health students undertaking clinical placements in a rural health service to think, feel and act as a health professional from the perspective of allied health staff. DESIGN A qualitative study comprising focus group discussions was conducted. SETTING The study was conducted in a rural health service in Queensland, Australia. PARTICIPANTS Seventeen allied health staff whose roles support clinical placement education in the health service MAIN OUTCOME MEASURES: This study identified clinical placement factors which can support allied health students thinking, feeling and acting as a health professional. RESULTS Thematic analysis was used to understand staff perceptions of how rural placements support students to think, feel and act as a health professional. Key placement actions included taking advantage of the diverse learning experiences in a rural area, facilitating student connectedness in the workplace and grading learning to support independence and autonomy for practice. CONCLUSIONS Findings from this study show that the diverse work environment and experiences in a rural setting provide unique opportunities for students to begin to think, feel, and act as a health professional. Strategies identified might be applied in other similar contexts.
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Affiliation(s)
- Linda Furness
- School of Linguistics, Adult and Specialist Education, University of Southern Queensland, Toowoomba, Qld, Australia.,Queensland Health, Darling Downs Hospital and Health Service, Toowoomba, Qld, Australia.,Queensland Health, Townsville Hospital and Health Service, Townsville, Qld, Australia.,School of Allied Health Sciences, Griffith University, Nathan, Qld, Australia
| | - Anna Tynan
- School of Linguistics, Adult and Specialist Education, University of Southern Queensland, Toowoomba, Qld, Australia.,Queensland Health, Darling Downs Hospital and Health Service, Toowoomba, Qld, Australia.,Rural Clinical School, The University of Queensland, Toowoomba, Qld, Australia
| | - Jenny Ostini
- School of Linguistics, Adult and Specialist Education, University of Southern Queensland, Toowoomba, Qld, Australia
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Byfield Z, East L, Conway J. An integrative literature review of pre-registration nursing students’ attitudes and perceptions towards primary healthcare. Collegian 2019. [DOI: 10.1016/j.colegn.2019.01.004] [Citation(s) in RCA: 39] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Francis-Cracknell A, Murray M, Palermo C, Atkinson P, Gilby R, Adams K. Indigenous Health Curriculum and Health Professional Learners: A Systematic Review. MEDICAL TEACHER 2019; 41:525-531. [PMID: 30299183 DOI: 10.1080/0142159x.2018.1497785] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Background: Globally, an estimated 370 million Indigenous peoples reside in more than 70 countries with these people commonly experiencing health care access inequity. Purpose: This systematic review aimed to examine the impact of Indigenous health care curriculum on entry-level health professional learners in preparation to deliver equitable health care. Methods: Seventeen articles were identified and analyzed for: context; study design; study measures, teaching and learning delivery mode, content and duration; positive and negative learner reactions; learning gained and article quality was assessed using the Medical Education Research Study Quality Instrument. Results: Most included studies described face-to-face delivery along with blended learning combining a placement in an Indigenous setting, stand-alone placements and digital learning. Descriptions of learning gained covered five domains: remembering, understanding, self-knowledge, perspective and application relating mostly to cultural awareness. Factors contributing to positive learner reactions included attitude, environment, educator skill, pedagogy and opportunities. Factors contributing to negative learner reactions included attitude and environment. Conclusions: There is a need to further explore how health professional graduates are prepared to work in Indigenous health and the appropriate measures to do this. There is opportunity to learn more about Indigenous health teaching and learning across learning domains, in mainstream clinical placements and in digital learning.
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Affiliation(s)
| | - Margaret Murray
- b Faculty of Medicine Nursing and Health Sciences, Department of Nutrition and Dietetics , Monash University , Clayton , Australia
| | - Claire Palermo
- c Department of Nutrition and Dietetics , Monash University , Melbourne , Australia
| | - Petah Atkinson
- a Faculty of Medicine Nursing and Health Sciences , Monash University , Frankston , Australia
| | - Rose Gilby
- d Department of Rural and Indigenous Health , Monash University , Mildura , Australia
| | - Karen Adams
- a Faculty of Medicine Nursing and Health Sciences , Monash University , Frankston , Australia
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Amorin-Woods LG, Losco BE, Leach MJ. A mixed-method study of chiropractic student clinical immersion placements in nonmetropolitan Western Australia: Influence on student experience, professional attributes, and practice destination. THE JOURNAL OF CHIROPRACTIC EDUCATION 2019; 33:30-39. [PMID: 30444636 PMCID: PMC6417866 DOI: 10.7899/jce-18-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
OBJECTIVE: To explore the influence of nonmetropolitan clinical immersion placements (CIPs) on undergraduate chiropractic student experience, professional attributes, and practice destination. METHODS: Students enrolled in an Australian undergraduate chiropractic program were invited to complete a service experience questionnaire and an open-ended reflective feedback form following a nonmetropolitan CIP (Part A). Online searches were performed to gather data on graduate practice location (Part B). RESULTS: Sixty-four students participated in Part A. All agreed that the placement was educational and should be retained in the program. Students agreed that the placement enhanced respect for individuals and awareness of others in need, highlighted the importance of respect for all people, improved empathy for the disadvantaged, and provided an opportunity to improve communication skills. Most indicated that they were more likely to practice in a country setting as a result of their placement, with those participating in a country placement more likely to practice in nonmetropolitan regions after graduation. CONCLUSION: Many chiropractic programs around the world are adopting CIPs. This study is the 1st to investigate the possible influence of nonmetropolitan CIPs on the development of desirable attributes in Australian chiropractic students. It also discusses the potential influence of nonmetropolitan CIPs on future practice location decisions. These results support the utility of CIPs to help meet the educational objectives of chiropractic programs and possibly address the maldistribution of the chiropractic workforce in Australia.
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Penz KL, Stewart NJ, Karunanayake CP, Kosteniuk JG, MacLeod MLP. Competence and confidence in rural and remote nursing practice: A structural equation modelling analysis of national data. J Clin Nurs 2019; 28:1664-1679. [DOI: 10.1111/jocn.14772] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2018] [Revised: 10/30/2018] [Accepted: 11/30/2018] [Indexed: 11/29/2022]
Affiliation(s)
- Kelly L. Penz
- College of Nursing University of Saskatchewan Regina Saskatchewan Canada
| | - Norma J. Stewart
- College of Nursing University of Saskatchewan Saskatoon Saskatchewan Canada
| | - Chandima P. Karunanayake
- Canadian Centre for Health and Safety in Agriculture University of Saskatchewan Saskatoon Saskatchewan Canada
| | - Julie G. Kosteniuk
- Canadian Centre for Health and Safety in Agriculture University of Saskatchewan Saskatoon Saskatchewan Canada
| | - Martha L. P. MacLeod
- School of Nursing University of Northern British Columbia Prince George British Columbia Canada
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McDonald H, Browne J, Perruzza J, Svarc R, Davis C, Adams K, Palermo C. Transformative effects of Aboriginal health placements for medical, nursing, and allied health students: A systematic review. Nurs Health Sci 2018; 20:154-164. [PMID: 29392872 DOI: 10.1111/nhs.12410] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2017] [Revised: 12/05/2017] [Accepted: 12/07/2017] [Indexed: 12/01/2022]
Abstract
The aim of the present systematic review was to investigate whether placements in Aboriginal health affect the self-perceived skill in working in Aboriginal health settings and career aspirations of health students, and in particular, aspects of the placement that had the greatest impact. The Embase, Cinahl, ProQuest, Scopus, Informit, Ovid MEDLINE, PsychINFO, and PubMed databases were searched in April/May 2016. Placements of at least 1 week duration in an Aboriginal health setting involving Australian students of medical, nursing, dentistry, or allied health disciplines, with outcomes relating to changes in students' knowledge, attitudes, and/or career aspirations, were included. The search retrieved 1351 papers. Fourteen studies were eligible for inclusion in this review. Narrative synthesis found that work placements in Aboriginal health increased understanding and awareness of Aboriginal culture, promoted deeper understanding of Aboriginal health determinant complexity, increased awareness of everyday racism toward Aboriginal Australians, and enhanced desire to work in Aboriginal health. There is a need for improved teaching and learning scholarship to understand whether placements improve students' skill working with Aboriginal people in health care or increase the likelihood of future employment in these settings.
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Affiliation(s)
- Helena McDonald
- Department of Nutrition, Dietetics, and Food, Monash University, Melbourne, Victoria, Australia
| | - Jennifer Browne
- Nutrition and Physical Activity Team, Victorian Aboriginal Community Controlled Health Organisation, Melbourne, Victoria, Australia
| | - Julia Perruzza
- Department of Nutrition, Dietetics, and Food, Monash University, Melbourne, Victoria, Australia
| | - Ruby Svarc
- Department of Nutrition, Dietetics, and Food, Monash University, Melbourne, Victoria, Australia
| | - Corinne Davis
- Department of Nutrition, Dietetics, and Food, Monash University, Melbourne, Victoria, Australia
| | - Karen Adams
- Monash Centre for Scholarship in Health Education, Gukwonderuk Unit, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia
| | - Claire Palermo
- Department of Nutrition, Dietetics, and Food, Monash University, Melbourne, Victoria, Australia
- Monash Centre for Scholarship in Health Education, Gukwonderuk Unit, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia
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Svarc R, Davis C, McDonald H, Perruzza J, Browne J, Delbridge R, Morgan K, O'Reilly S, Margerison C, Palermo C. Exploring the impact of Aboriginal health placement experiences on the preparation of dietetic graduates for practice with Aboriginal communities. Nutr Diet 2018; 75:448-456. [PMID: 29436176 DOI: 10.1111/1747-0080.12407] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2017] [Revised: 12/19/2017] [Accepted: 01/01/2018] [Indexed: 11/30/2022]
Abstract
AIM A health workforce with the ability to practice with Aboriginal communities is crucial to bridge the health gap between Aboriginal and non-Aboriginal Australians. This study aimed to explore the impact of university Aboriginal health placements on preparing dietetic graduates for practice with Aboriginal communities. METHODS A mixed methods sequential explanatory design was used. A sample of 594 dietetic graduates was invited to complete a survey that identified Aboriginal health experiences and measured attitudes and self-confidence towards working in Aboriginal health using a five-point Likert scale. Participants were divided into placement versus no-placement groups and compared using chi-squared tests. Sixteen of 33 participants who had completed an Aboriginal health placement were invited to participate in a semi-structured interview to explore how placement influenced practice with Aboriginal communities. Interviews were analysed using content analysis. RESULTS A final sample of 120 participants showed that placement participants reported significantly higher self-confidence towards working in Aboriginal health compared with no-placement participants (No-placement = 35% agree, 36% neutral, 29% disagree; Placement = 74% agree, 11% neutral, 16% disagree; χ2 (2, 88) = 9.4; P = 0.01). Fifteen participants were interviewed. Interview data indicated that situated learning experiences, breaking down stereotypes, empathy through learning from Aboriginal people, and Aboriginal health role-models were key components of Aboriginal health placements in preparing dietetic graduates for practice with Aboriginal communities. CONCLUSIONS The results suggest that Aboriginal health placements may be an effective strategy for preparing dietetic graduates for practice with Aboriginal communities. The feasibility of placement or alternative curriculum content needs to be explored.
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Affiliation(s)
- Ruby Svarc
- Department of Nutrition and Dietetics, Monash University, Melbourne, Victoria, Australia
| | - Corinne Davis
- Department of Nutrition and Dietetics, Monash University, Melbourne, Victoria, Australia
| | - Helena McDonald
- Department of Nutrition and Dietetics, Monash University, Melbourne, Victoria, Australia
| | - Julia Perruzza
- Department of Nutrition and Dietetics, Monash University, Melbourne, Victoria, Australia
| | - Jennifer Browne
- Public Health and Research Unit, The Victorian Aboriginal Community Controlled Health Organisation, Melbourne, Victoria, Australia
| | - Robyn Delbridge
- Public Health and Research Unit, The Victorian Aboriginal Community Controlled Health Organisation, Melbourne, Victoria, Australia
| | - Keith Morgan
- Public Health and Research Unit, The Victorian Aboriginal Community Controlled Health Organisation, Melbourne, Victoria, Australia
| | - Sharleen O'Reilly
- UCD Agriculture and Food Science Centre, University College Dublin, Dublin, Ireland
| | - Claire Margerison
- School of Exercise and Nutrition Sciences, Deakin University, Melbourne, Victoria, Australia
| | - Claire Palermo
- Department of Nutrition and Dietetics, Monash University, Melbourne, Victoria, Australia
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Mackey S, Kwok C, Anderson J, Hatcher D, Laver S, Dickson C, Stewart L. Australian student nurse's knowledge of and attitudes toward primary health care: A cross-sectional study. NURSE EDUCATION TODAY 2018; 60:127-132. [PMID: 29100077 DOI: 10.1016/j.nedt.2017.10.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/27/2017] [Revised: 07/18/2017] [Accepted: 10/18/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Nurses have a pivotal role in changing the focus of the health system toward a primary health care approach, yet little is known about the effectiveness of nursing students' educational preparation for this role. OBJECTIVES The aim of the study was to investigate undergraduate Australian nursing students' knowledge of and attitudes toward the primary health care approach. DESIGN A cross-sectional, descriptive research design was applied. SETTING Two Australian universities, one with a rural base and one in the metropolitan area of Sydney, were involved. Both universities offer undergraduate and postgraduate nursing courses on multiple campuses. PARTICIPANTS A convenience sample of 286 undergraduate nursing students, each of whom had completed a unit of study on PHC. All provided consent to participate in the study. METHODS Data was collected using the Primary Health Care Questionnaire via online survey platform SurveyMonkey for a period of three weeks in June 2015. RESULTS Total knowledge scores ranged from 19.68 to 95.78 with the mean knowledge score being 69.19. Total attitude scores ranged from 33.12 to 93.88 with a mean score of 70.45. Comparison of knowledge scores showed mean scores of students born in Australia were significantly higher than those of students who were born overseas (p=0.01), and mean scores of students enrolled in the metropolitan university were also significantly higher than mean scores of students' enrolled in the rural university (p=0.002). In terms of attitudes scores, mean scores of Australian-born students were significantly higher than those of students born overseas (p=0.001), and older students' mean attitude scores were shown to be significantly higher than younger students' (p<0.005). CONCLUSIONS Student's age, country of origin and university location were shown to be significant influences on student's knowledge of and attitudes toward primary health care.
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Affiliation(s)
- Sandra Mackey
- School of Nursing and Midwifery, Western Sydney University, NSW, Australia.
| | - Cannas Kwok
- School of Nursing and Midwifery, Western Sydney University, NSW, Australia.
| | - Judith Anderson
- School of Nursing, Midwifery and Indigenous Health, Charles Sturt University, Bathurst Campus, Bathurst, NSW, Australia.
| | - Deborah Hatcher
- School of Nursing and Midwifery, Western Sydney University, NSW, Australia.
| | - Sharon Laver
- School of Nursing, Midwifery and Indigenous Health, Charles Sturt University, Albury Wodonga Campus, Albury, NSW, Australia.
| | - Cathy Dickson
- School of Nursing and Midwifery, Western Sydney University, NSW, Australia.
| | - Lyn Stewart
- School of Nursing and Midwifery, Western Sydney University, NSW, Australia.
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Phafoli SH, Christensen-Majid A, Skolnik L, Reinhardt S, Nyangu I, Whalen M, Stender SC. Student and preceptor perceptions of primary health care clinical placements during pre-service education: Qualitative results from a quasi-experimental study. Nurse Educ Pract 2018; 28:224-230. [DOI: 10.1016/j.nepr.2017.10.012] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2016] [Revised: 09/20/2017] [Accepted: 10/12/2017] [Indexed: 10/18/2022]
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Ashley C, Halcomb E, Brown A. Transitioning from acute to primary health care nursing: an integrative review of the literature. J Clin Nurs 2016; 25:2114-25. [DOI: 10.1111/jocn.13185] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/10/2015] [Indexed: 11/25/2022]
Affiliation(s)
- Christine Ashley
- School of Nursing; Faculty of Science, Medicine and Health; University of Wollongong; Wollongong NSW Australia
| | - Elizabeth Halcomb
- School of Nursing; Faculty of Science, Medicine and Health; University of Wollongong; Wollongong NSW Australia
| | - Angela Brown
- School of Nursing; Faculty of Science, Medicine and Health; University of Wollongong; Wollongong NSW Australia
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Crawford RM, Gallagher P, Harding T, McKinlay EM, Pullon SR. Interprofessional undergraduate students talk about nurses and nursing: A qualitative study. NURSE EDUCATION TODAY 2016; 39:7-11. [PMID: 27006027 DOI: 10.1016/j.nedt.2015.12.021] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2015] [Revised: 12/14/2015] [Accepted: 12/23/2015] [Indexed: 06/05/2023]
Abstract
OBJECTIVES To understand the discourse amongst a range of health professional students, including nursing, talking about nurses and nursing. DESIGN A qualitative descriptive study which employed the use of focus groups. SETTINGS A rural and residential interprofessional immersion programme in a rural location in New Zealand. The participants were final year undergraduates drawn from seven different degrees (dentistry, dietetics, medicine, nursing, occupational therapy, pharmacy and physiotherapy). METHODS Data were collected from separate and sequential group interviews; each of which comprised a different mix of students and always included nursing students. Each student participated once. Data were analysed by comparing datum with datum until recurrent themes emerged. RESULTS The discourse in relation to nurses and nursing identified two overarching themes 'constrained conversations' and 'the benefit of IPE: what nursing might become'. Within those themes there were four contributing sub themes; 'nursing as doing', 'limiting our vocabulary', 'becoming part of the conversation 'and 'moving from the present to the future what nursing might become'. CONCLUSIONS The interprofessional experience for student nurses not only enabled them to learn about other professions but was a forum in which they were able to articulate the role of the nurse. This was an unintended and positive by-product of the IPE programme.
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Affiliation(s)
- Ruth M Crawford
- School of Nursing, Eastern Institute of Technology, Private Bag 1201, Hawke's Bay Mail Centre, Napier 4142, New Zealand.
| | | | - Thomas Harding
- School of Nursing, Eastern Institute of Technology, Private Bag 1201, Hawke's Bay Mail Centre, Napier 4142, New Zealand; Department of Health Sciences, Buskerud and Vestfold University College, PO Box 235, 3603 Kongsberg, Norway.
| | - Eileen M McKinlay
- Department of Primary Health Care and General Practice, University of Otago Wellington, Box 7343, Wellington South, 6242, New Zealand.
| | - Susan R Pullon
- Department of Primary Health Care and General Practice, University of Otago Wellington, Box 7343, Wellington South, 6242, New Zealand.
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Learning about population-health through a community practice learning project: An evaluation study. Nurse Educ Pract 2016; 17:43-51. [PMID: 27038087 DOI: 10.1016/j.nepr.2016.01.006] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2014] [Revised: 10/12/2015] [Accepted: 01/30/2016] [Indexed: 11/22/2022]
Abstract
Increasing student nurse numbers requiring community placement learning opportunities has led to insufficient numbers of community nurses being available to support student nurses in the community. Although the study presented in the article is based in the UK this issue is reported widely in the literature across the globe. Universities in many countries have had to find innovative ways of providing community health learning opportunities for student nurses. This article reports on how one university in the UK has approached this challenge through students engaging in a population-based study in the community through group work. A research study was undertaken into this innovation which found that the student nurses engaged well with the project and with their groups and undertaking the project had positive value and impact on them and their understanding of population-health. Issues that arose for them largely focused on unequal participation in the group work by some with many participants perceiving that they had done more work on the group project and presentation than others in their group. However, working in this way was perceived to be a good learning experience for the majority of participants.
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Page AT, Hamilton SJ, Hall M, Fitzgerald K, Warner W, Nattabi B, Thompson SC. Gaining a 'proper sense' of what happens out there: An 'Academic Bush Camp' to promote rural placements for students. Aust J Rural Health 2015; 24:41-7. [PMID: 26119965 DOI: 10.1111/ajr.12199] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/13/2015] [Indexed: 11/28/2022] Open
Abstract
UNLABELLED Undergraduates who undertake rural placements often choose a rural career. Reluctance from universities to send students to rural settings limits placement numbers. The Western Australian Centre for Rural Health (WACRH) invited allied health and nursing academics and clinical placement coordinators from Western Australian (WA) universities to an Academic Bush Camp. Based on situated learning theory, this camp modelled student programs through experiential learning and structured workshops. It aimed to build relationships and showcase innovative rural learning opportunities. OBJECTIVE To build relationships and showcase innovative rural learning opportunities. DESIGN An evaluation of a residential camp based on situated learning theory. SETTING The camp stated and finished in Geraldton, WA and was centered in Mt Magnet, WA a remote town 600 kilometres northeast of Perth. PARTICIPANTS WACRH invited allied health and nursing academics and clinical placement coordinators from Western Australian (WA) universities. INTERVENTION This camp modelled student programs through experiential learning and structured workshops. Online pre- and post-camp questionnaires included open-ended questions and questions on a 5-point Likert scale. Responses were analysed in SPSS 22 using descriptive statistics and Wilcoxon signed-rank test. Follow-up phone interviews six months later assessed longer-term reflections and changes in student placement practice. MAIN OUTCOME MEASURES The main outcome measure was whether the camp met participants' expectations, and their knowledge about and interest in WACRH's programs. RESULTS Twelve academics from five WA universities and seven health disciplines attended. Nine had previously lived or worked rurally. The camp met participants' expectations and all would recommend the opportunity to a colleague. Many valued the interaction with community and clinical placement partners and would have preferred more of this. The camp increased awareness of WACRH's programs and benefits of longer rural placements and a service-learning environment. Six months later, participants' familiarity with WACRH's placement model, supports and staff had led to an enhanced willingness to place students. CONCLUSION Rural academics can influence rural placement intentions by demonstrating the infrastructure, learning and academic support available. A camp experience increases metropolitan academics' awareness of rural placement programs and willingness to encourage student participation. Participants with rural backgrounds appeared more receptive to rural learning possibilities.
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Affiliation(s)
- Amy T Page
- Western Australian Centre for Rural Health, School of Population Aboriginal and Rural Health Care, University of Western Australia, Geraldton, Western Australia, Australia
| | - Sandy J Hamilton
- Western Australian Centre for Rural Health, School of Population Aboriginal and Rural Health Care, University of Western Australia, Geraldton, Western Australia, Australia
| | - Maeva Hall
- Western Australian Centre for Rural Health, School of Population Aboriginal and Rural Health Care, University of Western Australia, Geraldton, Western Australia, Australia
| | - Kathryn Fitzgerald
- Western Australian Centre for Rural Health, School of Population Aboriginal and Rural Health Care, University of Western Australia, Geraldton, Western Australia, Australia
| | - Wayne Warner
- Western Australian Centre for Rural Health, School of Population Aboriginal and Rural Health Care, University of Western Australia, Geraldton, Western Australia, Australia
| | - Barbara Nattabi
- Western Australian Centre for Rural Health, School of Population Aboriginal and Rural Health Care, University of Western Australia, Geraldton, Western Australia, Australia
| | - Sandra C Thompson
- Western Australian Centre for Rural Health, School of Population Aboriginal and Rural Health Care, University of Western Australia, Geraldton, Western Australia, Australia
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Bloomfield JG, Gordon CJ, Williams AM, Aggar C. Nursing students’ intentions to enter primary health care as a career option: Findings from a national survey. Collegian 2015; 22:161-7. [DOI: 10.1016/j.colegn.2015.02.001] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Day J, Levett-Jones T, Taylor ACT. Using a virtual community to enhance nursing student's understanding of primary health care. Collegian 2014; 21:143-50. [DOI: 10.1016/j.colegn.2013.09.006] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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