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Hamiduzzaman M, Miles S, Crook S, Grove L, Hewitt J, Barraclough F, Hawkins P, Campbell E, Buster N, Thomson K, Williams C, Flood V. An integrative review of the impact of allied health student placements on current staff's knowledge and procedural skills in acute and primary care settings. BMC MEDICAL EDUCATION 2024; 24:657. [PMID: 38867188 PMCID: PMC11167915 DOI: 10.1186/s12909-024-05632-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/05/2024] [Accepted: 06/05/2024] [Indexed: 06/14/2024]
Abstract
BACKGROUND Staff shortages limit access to health services. The bidirectional benefits of allied health clinical placements are understood in the domains of student learning, health service delivery, and future workforce development. Still, the benefits to current workforce outcomes remain unknown. This review provides insights into the effects of allied health student placements in acute and primary care settings, particularly on healthcare staff's knowledge and procedural skills. METHODS This search was based on the integrative review process established by Whittemore and Knafl in 2005. In October 2023, the first author (MH) searched five major electronic databases: Medline-EBSCO, PubMed, CINAHL, Embase, and Scopus. The CLUSTER model was used to track additional references. The first three authors (MH, SM, and SC) were involved in screening, quality appraisal, and synthesis of the studies. Data were thematically synthesised and analysed. RESULTS MeSH headings and keywords were used in key search areas: health education, health professional training, clinical placements, and allied health professions. The systematic search yielded 12 papers on allied health student placements across various healthcare settings in rural and metropolitan areas, with no high-quality methodologies measuring student placements' impact on staff knowledge and skills. Four main themes were identified from the analysis: meaningful student integration in service delivery, targeted educational support to healthcare staff, development of staff procedural skills and confidence, and the mechanisms of why student placements work in this aspect. CONCLUSIONS This review suggests that offering allied health student placement could be a promising approach to supporting rural healthcare staff in performing patient assessments and treatments proficiently and collaboratively. However, this requires further investigation to confirm.
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Affiliation(s)
- Mohammad Hamiduzzaman
- University Centre for Rural Health (UCRH), School of Health Sciences, Faculty of Medicine & Health, The University of Sydney, Lismore, NSW, Australia.
| | - Sarah Miles
- University Centre for Rural Health (UCRH), School of Health Sciences, Faculty of Medicine & Health, The University of Sydney, Lismore, NSW, Australia
| | - Sarah Crook
- University Centre for Rural Health (UCRH), School of Health Sciences, Faculty of Medicine & Health, The University of Sydney, Lismore, NSW, Australia
| | - Lewis Grove
- University Centre for Rural Health (UCRH), School of Health Sciences, Faculty of Medicine & Health, The University of Sydney, Lismore, NSW, Australia
| | - Jennie Hewitt
- University Centre for Rural Health (UCRH), School of Health Sciences, Faculty of Medicine & Health, The University of Sydney, Lismore, NSW, Australia
| | - Frances Barraclough
- University Centre for Rural Health (UCRH), School of Health Sciences, Faculty of Medicine & Health, The University of Sydney, Lismore, NSW, Australia
| | - Peter Hawkins
- University Centre for Rural Health (UCRH), School of Health Sciences, Faculty of Medicine & Health, The University of Sydney, Lismore, NSW, Australia
| | - Erika Campbell
- University Centre for Rural Health (UCRH), School of Health Sciences, Faculty of Medicine & Health, The University of Sydney, Lismore, NSW, Australia
| | - Nicola Buster
- University Centre for Rural Health (UCRH), School of Health Sciences, Faculty of Medicine & Health, The University of Sydney, Lismore, NSW, Australia
| | - Kate Thomson
- School of Health Sciences, The University of Sydney, Sydney, Australia
| | - Christopher Williams
- University Centre for Rural Health (UCRH), School of Health Sciences, Faculty of Medicine & Health, The University of Sydney, Lismore, NSW, Australia
| | - Vicki Flood
- University Centre for Rural Health (UCRH), School of Health Sciences, Faculty of Medicine & Health, The University of Sydney, Lismore, NSW, Australia
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Walsh SM, Versace VL, Thompson SC, Browne LJ, Knight S, Lyle DM, Argus G, Jones M. Supporting nursing and allied health student placements in rural and remote Australia: a narrative review of publications by university departments of rural health. Med J Aust 2023; 219 Suppl 3:S14-S19. [PMID: 37544003 DOI: 10.5694/mja2.52032] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Revised: 04/21/2023] [Accepted: 04/27/2023] [Indexed: 08/08/2023]
Abstract
University departments of rural health are Commonwealth-funded to improve recruitment and retention of the rural allied health and nursing (including midwifery) workforce, primarily through student placements. We examined publications by university departments of rural health that were focused on allied health and nursing students undertaking placements in rural Australia, to understand the characteristics, main findings and implications of the research conducted. Interprofessional learning was a key feature of placements and placement education, although other activities such as community engagement added to placement experiences. Factors such as quality supervision and being involved in the community contributed to a positive placement experience and increased rural practice intention. Tracking studies showed a relationship between rural placements, rural practice intention and rural practice. Rural placements occurred across a variety of settings and in locations consistent with the policy framework. Embedding university departments of rural health in rural communities enabled staff to build relationships and increase placement capacity.
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Affiliation(s)
- Sandra M Walsh
- Department of Rural Health, University of South Australia, Whyalla, SA
| | | | - Sandra C Thompson
- Western Australia Centre for Rural Health, University of Western Australia, Geraldton, WA
| | - Leanne J Browne
- Department of Rural Health, University of Newcastle, Tamworth, NSW
| | - Sabina Knight
- Central Queensland Centre for Rural and Remote Health, James Cook University, Emerald, QLD
| | - David M Lyle
- Broken Hill University Department of Rural Health, University of Sydney, Broken Hill, NSW
| | - Geoff Argus
- Southern Queensland Rural Health, University of Queensland, Toowoomba, QLD
| | - Martin Jones
- Department of Rural Health, University of South Australia, Whyalla, SA
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Abrey C, De Silva N, Godwin J, Jacotine T, Raab D, Urquhart K, Mumford K, McLaughlin P, Vaughan B. Does the student-led osteopathy clinical learning environment prepare students for practice? BMC MEDICAL EDUCATION 2022; 22:603. [PMID: 35927729 PMCID: PMC9354297 DOI: 10.1186/s12909-022-03658-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2021] [Accepted: 07/20/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND For many allied health disciplines, pre-professional clinical education takes place in student-led, on-campus clinic environments. In these environments, pre-professional students undertake patient care under the supervision of qualified health professionals. Literature exploring the benefits of the student-led clinical learning environment is limited and little is known about the role student-led clinics play in preparing pre-professional osteopathy students for professional practice. AIM To explore the perceptions of osteopathy clinical educators about the role of the student-led clinic at Victoria University (VU) in preparing pre-professional students for professional practice. METHODS A qualitative collective case study methodology was utilised to explore clinical educator perceptions. Individual interviews were conducted with clinical educators employed in the university osteopathy clinic. Interview questions were framed around the Capabilities for Osteopathic Practice which set the Australian osteopathy practice standards. Data were assessed by two of the authors using thematic analysis. RESULTS Nine clinical educators out of 31 employed at the university clinic (29%) agreed to participate. Qualitative analysis generated three themes: perceptions of the student-led clinic (SLC) as a learning environment; clinical educator perception of their role in the SLC; and, challenges to and of the SLC environment. CONCLUSIONS Clinical educators perceived that the student-led osteopathy clinical learning environment develops pre-professional learners to meet some, but not all, of the capabilities for professional practice as an osteopath in Australia. The environment may be improved through faculty development, fostering a proactive learning approach, addressing system-based issues, and providing opportunities to interact with other health professions.
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Affiliation(s)
- Conor Abrey
- College of Health & Biomedicine, Victoria University, Melbourne, Australia
| | - Niraj De Silva
- College of Health & Biomedicine, Victoria University, Melbourne, Australia
| | - Jake Godwin
- College of Health & Biomedicine, Victoria University, Melbourne, Australia
| | - Thomas Jacotine
- College of Health & Biomedicine, Victoria University, Melbourne, Australia
| | - Daniel Raab
- College of Health & Biomedicine, Victoria University, Melbourne, Australia
| | - Kieran Urquhart
- College of Health & Biomedicine, Victoria University, Melbourne, Australia
| | - Kelley Mumford
- College of Health & Biomedicine, Victoria University, Melbourne, Australia
| | - Patrick McLaughlin
- College of Health & Biomedicine, Victoria University, Melbourne, Australia.
- Institute for Health and Sport, Victoria University, Melbourne, Australia.
| | - Brett Vaughan
- Department of Medical Education, University of Melbourne, Melbourne, Australia
- Faculty of Health, Southern Cross University, Lismore, Australia
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Seaman CE, Green E, Freire K. Effect of Rural Clinical Placements on Intention to Practice and Employment in Rural Australia: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:5363. [PMID: 35564758 PMCID: PMC9099894 DOI: 10.3390/ijerph19095363] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/17/2022] [Revised: 04/14/2022] [Accepted: 04/22/2022] [Indexed: 02/06/2023]
Abstract
BACKGROUND Supporting the provision of clinical placement (CP) experiences in rural areas is a strategy used worldwide to promote the rural health workforce. While there is international evidence for this intervention in medicine, there is limited understanding of the influence of rural CP for nursing, midwifery, allied health, and dentistry health professions in Australia, which have received substantial federal investment. This review examined the relationship between rural CP and non-medicine health students' future rural practice intentions and workforce outcomes. METHODS Four databases were systematically searched; papers were screened using defined criteria and appraised using the mixed-methods appraisal tool (MMAT). Findings were synthesized using a critical narrative approach. RESULTS The methodological quality of the 29 eligible studies (13 quantitative non-randomized, 10 mixed method, 4 qualitative, 2 quantitative description) was appraised. Ten high-quality studies were identified. The review found that positive CP experiences may influence intention to practice rurally amongst undecided students and serve as a reinforcing experience for those students already interested in rural practice. There were mixed findings regarding the influence of CP length. The review also found that there is currently only evidence for the short-term effects of CP on students' future practice outcomes in rural areas with focus thus far on early practice outcomes. CONCLUSIONS Those looking to use rural CP to promote the rural health workforce should focus on supporting the quality of a large number of CP experiences that are undertaken in rural areas, as there are currently differing findings on the role of rural CP length. Future studies of rural CP should consider greater use of social and educational theories to guide them.
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Affiliation(s)
- Claire Ellen Seaman
- Three Rivers Department of Rural Health, Charles Sturt University, Wagga Wagga, NSW 2678, Australia; (E.G.); (K.F.)
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