1
|
Parnell T, Robson K, Nelson S, Xie G, Hayes K, Hoffman L, Wells C. Preparing healthcare professional students for rural, regional and remote practice: demonstrating the effectiveness of an interprofessional simulation learning experience. J Interprof Care 2024:1-9. [PMID: 38899500 DOI: 10.1080/13561820.2024.2367424] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2023] [Accepted: 06/08/2024] [Indexed: 06/21/2024]
Abstract
Undertaking an authentic interprofessional simulation experience may be a useful and consistent strategy for healthcare professional students to build competencies required for a rural healthcare context. An observational comparative study design was adopted to evaluate a clinical simulation experience created to develop the interprofessional competencies of a sample of healthcare professional students at a regional university situated on multiple campuses in New South Wales (NSW), Australia. Over 200 students across three campuses of the university were involved in a simulation experience that included four interprofessional activities. Of these students, 189 (89%) agreed to participate in the study. The healthcare professional students who participated in the study were from second year occupational therapy, physiotherapy, and podiatry, and third year speech pathology programs. Retrospective pre and post self-assessed interprofessional collaborative competencies were compared for all students using the revised Interprofessional Collaborative Attainment Survey (ICCAS). Results demonstrated a statistically significant improvement in self-perceived scores using the validated revised ICCAS survey. The findings of this study suggest that carefully designed and authentic interprofessional simulation experiences can facilitate the development of competencies required for effective interprofessional practice, which are necessary for successful rural practice.
Collapse
Affiliation(s)
- Tracey Parnell
- School of Allied Health, Exercise and Sports Sciences, Charles Sturt University, Albury, Australia
| | - Kristy Robson
- Three Rivers Department of Rural Health, Charles Sturt University, Albury, Australia
| | - Stephanie Nelson
- Three Rivers Department of Rural Health, Charles Sturt University, Orange, Australia
| | - Gang Xie
- Quantitative Consulting Unit, Charles Sturt University, Wagga Wagga, Australia
| | - Karen Hayes
- School of Allied Health, Exercise and Sports Sciences, Charles Sturt University, Port Macquarie, Australia
| | - Laura Hoffman
- School of Allied Health, Exercise and Sports Sciences, Charles Sturt University, Albury, Australia
| | - Cherie Wells
- School of Allied Health, Exercise and Sports Sciences, Charles Sturt University, Port Macquarie, Australia
| |
Collapse
|
2
|
Terry D, Peck B, Elliott J, East L, Ryan L, Baker E, Schmitz D. The threshold of rural placement frequency and duration: A repeated cross-sectional study examining rural career aspirations among student nurses. Nurse Educ Pract 2024; 77:103989. [PMID: 38718573 DOI: 10.1016/j.nepr.2024.103989] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2024] [Revised: 04/20/2024] [Accepted: 04/28/2024] [Indexed: 05/27/2024]
Abstract
AIM This study aimed to explore what changes rural placement had on the perceptions of nursing students and the impact of placement frequency and duration on student considerations for rural practice. BACKGROUND A strong rural healthcare workforce is a global concern and has led countries to look for creative ways to address this challenge. One approach is to train more health professionals, however, nursing students who grew up or lived in metropolitan or urbanised areas are suggested to be less inclined to pursue a rural career. As such it is posited that recurrent exposure to rural settings may exert a positive impact on future intention for rural practice. However, there is a need to explore the specific thresholds related to both the frequency and duration of rural placement exposure, as well as the cumulative impact multiple rural placements may have on the intention to engage in rural practice. DESIGN A repeated cross-sectional design. METHODS All nursing students from an Australian regional university were invited to complete an online questionnaire between 2019 and 2023. Demographic and placement specific questions were included. A modified version of the Nursing Community Apgar tool also measured the importance of key variables in rural career decision-making. Data were analysed using independent sample t-tests and one-way ANOVAs. Significance was determined at two-tailed p≤.05. RESULTS Among the 835 respondents (response rate 15.4%), the average number and duration of rural placements was 2.45 placements and 3.01 weeks respectively. Rural placements did not have an impact on students who resided rurally or regionally. However, among metropolitan students who had experienced more than three rural placements, or more than sixteen cumulative weeks of placement, were significantly more likely to consider rural employment. Greater number of rural placements and longer cumulative duration had the greatest impact. CONCLUSION Issues related to the nursing rural workforce are dynamic and complex. Understanding the unique drivers that improve the rural experiences among students, particularly metropolitan students, can have an impact on decision-making to pursue employment in rural environments. Importantly, whilst professional and clinical motivation and experiences are influential factors, the socialisation, environment and community features are essential elements that influence students' decisions to pursue a career in rural practice. Undertaking a nuanced approach that facilitates rural practice understanding among students may help shape future employment decision-making.
Collapse
Affiliation(s)
- Daniel Terry
- School of Nursing and Midwifery, University of Southern Queensland, Queensland, Australia; Centre for Health Research, University of Southern Queensland, Queensland, Australia; Institute of Health and Wellbeing, Federation University Australia, Victoria, Australia.
| | - Blake Peck
- School of Nursing and Midwifery, University of Southern Queensland, Queensland, Australia; Institute of Health and Wellbeing, Federation University Australia, Victoria, Australia
| | - Jessica Elliott
- School of Nursing and Midwifery, University of Southern Queensland, Queensland, Australia; Centre for Health Research, University of Southern Queensland, Queensland, Australia
| | - Leah East
- School of Nursing and Midwifery, University of Southern Queensland, Queensland, Australia; Centre for Health Research, University of Southern Queensland, Queensland, Australia; School of Health, University of New England, New South Wales, Australia
| | - Liz Ryan
- School of Nursing and Midwifery, University of Southern Queensland, Queensland, Australia; Centre for Health Research, University of Southern Queensland, Queensland, Australia
| | - Ed Baker
- Center for Health Policy, Boise State University, Boise, ID, USA
| | - David Schmitz
- Department of Family and Community Medicine, University of North Dakota School of Medicine and Health Sciences, USA
| |
Collapse
|
3
|
Glenister KM, McNeil R, Thorpe T, Bourke L. Positive change in intent to practice rurally is strongly associated with nursing and allied health students of metropolitan origin after rural clinical placement. Aust J Rural Health 2024; 32:377-387. [PMID: 38456241 DOI: 10.1111/ajr.13099] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2023] [Revised: 02/22/2024] [Accepted: 02/27/2024] [Indexed: 03/09/2024] Open
Abstract
OBJECTIVE To: (1) assess whether rural clinical placements influence change in intention to practice rurally for nursing and allied health students, (2) to assess whether residential origin (metropolitan or rural) or university location (metropolitan or non-metropolitan) influence this change, and (3) assess residential origin of health professionals practicing rurally after graduation. DESIGN Cross-sectional survey (2014-2022) conducted in Northern/Northeastern Victoria and Grampians region by nursing and allied health students completing rural clinical placements. Survey explored student placement satisfaction, intention to practice rurally and demographic information, with a follow-up two years' post-placement. FINDINGS Experience of a rural placement increased students' intention of practicing rurally. Importantly, 57% of metropolitan origin students studying at metropolitan campuses exhibited positive change. Logistic regression analysis suggested that after controlling for age, gender and satisfaction with placement and supervision, students of metropolitan origin at metropolitan campuses were 6.4 times more likely to report positive change in intent to practice rurally after placement than students of rural origin studying at non-metropolitan campuses.Follow-up data suggested that a substantial proportion of health professionals providing services in rural areas were of metropolitan origin. RESULTS These findings concur that rural origin and rural training are important predictors of working rurally. Additionally, metropolitan students can change their intention to practice rurally after a rural placement. CONCLUSIONS This study supports strategies to enhance intention to practice rurally that are not restricted to rural origin students to build rural workforce.
Collapse
Affiliation(s)
- Kristen M Glenister
- Department of Rural Health, University of Melbourne, Wangaratta, Victoria, Australia
| | - Robyn McNeil
- Department of Rural Health, University of Melbourne, Ballarat, Victoria, Australia
| | - Trish Thorpe
- Department of Rural Health, University of Melbourne, Ballarat, Victoria, Australia
| | - Lisa Bourke
- Department of Rural Health, University of Melbourne, Shepparton, Victoria, Australia
| |
Collapse
|
4
|
Segooa RF, Moodley VR. Optometry student clinical practice at public health facilities: A systematic review. Health SA 2024; 29:2441. [PMID: 38628230 PMCID: PMC11019067 DOI: 10.4102/hsag.v29i0.2441] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2023] [Accepted: 11/08/2023] [Indexed: 04/19/2024] Open
Abstract
Background Clinical training, supervision and practice are the most important aspects of health profession education, including optometry. Institutions implore various methods for students to gain access, exposure and experience in different clinical environments, away from their normal academic settings. Aim This review aimed to investigate studies and related documentary evidence to determine existing standards and methods for educational institutions in conducting optometry clinical training at the external sites. Setting The electronic databases - ProQuest One, Scopus, EBSCOhost, Sabinet, Science Direct and Google Scholar - were searched systematically for studies on the implementation of workplace clinical training of undergraduate optometry students. Methods The study followed the Joanna Briggs Institute (JBI) systematic review methodology and a systematic search of various electronic databases was conducted for studies on implementation of workplace clinical training. Of the 450 full-text studies searched, 13 studies were found to be reputable sources of evidence and were included in this systematic review. Results Four themes relating to student clinical training emerged, namely, clinical training approaches implemented, expected minimum standards at the training sites, clinical training environment wherein students and supervisors find themselves and clinical competence of the supervisors and students. They encompass important factors to consider in the planning and provision of quality, efficient and effective student clinical supervision at the external training facilities. Conclusion There is a dearth of scholarly studies to guide clinical training of optometry training within the public health sector. However, more studies are undertaken in other health disciplines, and they provide generic guidelines, which can be adapted for optometry. Contribution The article highlights the need for further studies in optometry student clinical training, focussing on programme designs and standardisation of clinical training in multi-institutional, low-income contexts.
Collapse
Affiliation(s)
- Raserogole F Segooa
- Department of Optometry, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
| | - Vanessa R Moodley
- Department of Optometry, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
| |
Collapse
|
5
|
Moran M, Miles S, Martin P. Australian rural service learning student placements: a national survey. BMC MEDICAL EDUCATION 2024; 24:216. [PMID: 38429667 PMCID: PMC10908018 DOI: 10.1186/s12909-024-05172-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/20/2023] [Accepted: 02/13/2024] [Indexed: 03/03/2024]
Abstract
This preliminary national study is the first of its kind to investigate how service learning placements are implemented in real world settings in rural Australia and what factors enable or hinder their implementation. An anonymous survey was distributed to 17 University Departments of Rural Health (UDRH) in Australia. Numerical data were analysed descriptively. Textual data were analysed using a hybrid content analysis approach. Thirty seven respondents provided data representing 12 UDRHs. Responding UDRHs reported facilitating service learning programs, with experience in this context ranging from 3 months to 21 years. Service learning placements predominantly occurred in schools and aged care facilities. Occupational therapy, physiotherapy, and speech pathology were the most frequently involved professions in service learning. Enablers and barriers identified were categorised into: People, Partnerships, and Place and Space. This national-scale study provides a springboard for more in-depth investigation and implementation research focused on development of a conceptual model to support service learning across rural and remote Australia.
Collapse
Affiliation(s)
- Monica Moran
- Western Australian Centre for Rural Health (WACRH), 167, Fitzgerald St, Geraldton, WA, 6530, Australia
| | - Sarah Miles
- University Centre for Rural Health, University of Sydney Lismore, Lismore, NSW, 2480, Australia
| | - Priya Martin
- Rural Clinical School, Faculty of Medicine, The University of Queensland, Locked Bag 9009, Toowoomba, QLD, 4350, Australia.
| |
Collapse
|
6
|
Jose M, Obse A, Zuidgeest M, Alaba O. Assessing Medical Students' Preferences for Rural Internships Using a Discrete Choice Experiment: A Case Study of Medical Students in a Public University in the Western Cape. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6913. [PMID: 37887651 PMCID: PMC10606489 DOI: 10.3390/ijerph20206913] [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: 09/05/2023] [Revised: 10/05/2023] [Accepted: 10/07/2023] [Indexed: 10/28/2023]
Abstract
As new graduates are crucial in providing healthcare services in rural areas, this study aimed to identify and describe the rural facility attributes that attract medical students to apply for rural internships. A literature review and focus groups informed a discrete choice experiment conducted amongst graduating medical students at one public university in South Africa. One main effect using a mixed logit model and another main effect plus interaction model was estimated. Females (130/66.33%) of urban origin (176/89.80%) with undergraduate exposure to rural facilities (110/56.12%) were the majority. The main effects only model showed advanced practical experience, hospital safety, correctly fitting personal protective equipment, and the availability of basic resources were the strongest predictors of rural internship uptake. Respondents were willing to forgo 66% of rural allowance (ZAR 2645.92, 95% CI: 1345.90; 3945.94) for a facility offering advanced practical experience. In contrast, increased rural allowance and housing provision were weak predictors of rural work uptake. Based on the interaction model, females and those not intending to specialise preferred hospital safety compared to advanced practical experience. To improve internship recruitment, rural facility managers should provide staff with supervision, safety, and protection from occupational exposure to contractible illnesses.
Collapse
Affiliation(s)
- Maria Jose
- School of Public Health, Faculty of Health Sciences, University of Cape Town, Cape Town 7701, South Africa; (A.O.); (O.A.)
| | - Amarech Obse
- School of Public Health, Faculty of Health Sciences, University of Cape Town, Cape Town 7701, South Africa; (A.O.); (O.A.)
| | - Mark Zuidgeest
- Department of Civil Engineering, Centre for Transport Studies, University of Cape Town, Cape Town 7701, South Africa;
| | - Olufunke Alaba
- School of Public Health, Faculty of Health Sciences, University of Cape Town, Cape Town 7701, South Africa; (A.O.); (O.A.)
| |
Collapse
|
7
|
Miskeen E, Al-Shahrani AM. The Primary Healthcare Physician's Awareness and Engagement in Community-Based Medical Education: A Mixed Qualitative and Quantitative Study. Healthcare (Basel) 2023; 11:2676. [PMID: 37830713 PMCID: PMC10572629 DOI: 10.3390/healthcare11192676] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Revised: 07/20/2023] [Accepted: 08/22/2023] [Indexed: 10/14/2023] Open
Abstract
BACKGROUND Community-based medical education (CBME) is an essential component of medical education, where primary healthcare physicians (PCPs) play a crucial role. This study explores PCPs' awareness and engagement in CBME and investigates the factors influencing their participation. METHODS This mixed study was conducted in two phases. In the first phase, a qualitative study was conducted using semi-structured interviews with PCPs as well as thematic analysis related to their awareness and engagement in CBME. In the second phase, a quantitative survey was conducted on 72 PCPs' pre- and post-training programs. RESULTS Primary healthcare physicians had a positive attitude toward community-based medical education. The participants had an acceptable level of awareness and engagement, which increased substantially by (p-value = 0.03) and (p-value = 0.003), respectively. Logistical analysis indicated that non-Saudi physicians were more likely to participate in the CBME (p-value = 0.001). Professions and academic experiences influenced their willingness to engage and participate in CBME (OR = 7.5, p-value = 0.001) and (OR = 0.21, p-value = 0.001), respectively. CONCLUSION The study findings highlighted the importance of increased awareness and the factors that enhance PCPs' engagement in CBME. This positive perspective of the PCPs will help build effective partnerships and facilitate the extension of the curriculum to apply CBME.
Collapse
Affiliation(s)
- Elhadi Miskeen
- Department of Obstetrics and Gynecology, College of Medicine, University of Bisha, Bisha 67714, Saudi Arabia
- Department of Obstetrics and Gynecology, Faculty of Medicine, University of Gezira, Wad Medani 21111, Sudan
| | - Abdullah M. Al-Shahrani
- Department of Family Medicine, College of Medicine, University of Bisha, Bisha 67714, Saudi Arabia;
| |
Collapse
|
8
|
Jessup B, Tran N, Stevens T, Barnett T. Rural origin student representation in health courses at the University of Tasmania: 2011-2020. Aust J Rural Health 2023; 31:944-956. [PMID: 37545396 DOI: 10.1111/ajr.13027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Revised: 06/08/2023] [Accepted: 07/10/2023] [Indexed: 08/08/2023] Open
Abstract
OBJECTIVE To describe longitudinal trends in the admission and completion of domestic Tasmanian rural origin students in health courses at the University of Tasmania (UTAS). METHODS A retrospective audit of records for all domestic Tasmanian students admitted to, or who completed a health course offered by UTAS between 2011 and 2020 was conducted. Data extracted from student records included gender, age, Indigenous background, rural origin (based on residential address outside of Launceston or Hobart at the time of application), health discipline, year of admission and/or completion. Data were analysed in STATA. RESULTS Between 2011 and 2020, 7516 domestic Tasmanian students were admitted to health courses at UTAS, of which 22.6% were rural origin (vs. a rural population of 36.7%). Students admitted were mostly female (77.0%) and studying nursing (51.1%). Rural origin students were more likely to study at the regional campus in Launceston than in Hobart, the capital city (OR, 3.79 [3.4-4.3, p < 0.00]). Over this same period, 5086 students completed a health course. There was little difference in completion rates among regional vs. rural origin students (OR, 1.04 [1.0-1.1, p < 0.00]); however, completion rates decreased with increasing remoteness. Indigenous and male students were less likely to complete than non-Indigenous (OR, 0.73 [0.7-0.8, p < 0.05]) and female students (OR, 0.97 [1.0-1.0, p < 0.05]) respectively. CONCLUSIONS Tasmanian rural origin students are admitted to a range of health courses at UTAS and many complete. However, additional measures are needed to attract a greater number of local rural origin students to study health courses and to support them through to course completion.
Collapse
Affiliation(s)
- Belinda Jessup
- Centre for Rural Health, College of Health and Medicine, University of Tasmania, Launceston, Tasmania, Australia
| | - Nga Tran
- Centre for Rural Health, College of Health and Medicine, University of Tasmania, Launceston, Tasmania, Australia
| | - Terri Stevens
- Centre for Rural Health, College of Health and Medicine, University of Tasmania, Launceston, Tasmania, Australia
| | - Tony Barnett
- Centre for Rural Health, College of Health and Medicine, University of Tasmania, Launceston, Tasmania, Australia
| |
Collapse
|
9
|
McGrail MR, Gurney T, Fox J, Martin P, Eley D, Nasir B, Kondalsamy-Chennakesavan S. Rural medical workforce pathways: exploring the importance of postgraduation rural training time. HUMAN RESOURCES FOR HEALTH 2023; 21:31. [PMID: 37081430 PMCID: PMC10120195 DOI: 10.1186/s12960-023-00819-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Accepted: 04/12/2023] [Indexed: 05/03/2023]
Abstract
BACKGROUND Inadequate distribution of the medical workforce in rural regions remains a key global challenge. Evidence of the importance of postgraduation (after medical school) rural immersion time and subsequent rural practice, particularly after accounting for other key factors, remains limited. This study investigated the combined impact of three key training pathway factors: (1) rural background, (2) medical school rural immersion, and (3) postgraduation rural immersion, and duration time of each immersion factor on working rurally. METHODS Data from a cross-sectional national survey and a single university survey of Australian doctors who graduated between 2000 to 2018, were utilised. Key pathway factors were similarly measured. Postgraduation rural training time was both broad (first 10 years after medical school, national study) and specific (prevocational period, single university). This was firstly tested as the dependent variable (stage 1), then matched against rural practice (stage 2) amongst consultant doctors (national study, n = 1651) or vocational training doctors with consultants (single university, n = 478). RESULTS Stage 1 modelling found rural background, > 1 year medical school rural training, being rural bonded, male and later choosing general practice were associated with spending a higher proportion (> 40%) of their postgraduation training time in a rural location. Stage 2 modelling revealed the dominant impact of postgraduation rural time on subsequent rural work for both General Practitioners (GPs) (OR 45, 95% CI 24 to 84) and other specialists (OR 11, 95% CI 5-22) based on the national dataset. Similar trends for both GPs (OR 3.8, 95% CI 1.6-9.1) and other specialists (OR 2.8, 95% CI 1.3-6.4) were observed based on prevocational time only (single university). CONCLUSIONS This study provides new evidence of the importance of postgraduation rural training time on subsequent rural practice, after accounting for key factors across the entire training pathway. It highlights that developing rural doctors aligns with two distinct career periods; stage 1-up to completing medical school; stage 2-after medical school. This evidence supports the need for strengthened rural training pathways after medical school, given its strong association with longer-term decisions to work rurally.
Collapse
Affiliation(s)
- Matthew R. McGrail
- Rural Clinical School, The University of Queensland, Rockhampton, QLD 4700 Australia
| | - Tiana Gurney
- Rural Clinical School, The University of Queensland, Toowoomba, QLD 4350 Australia
| | - Jordan Fox
- Rural Clinical School, The University of Queensland, Rockhampton, QLD 4700 Australia
| | - Priya Martin
- Rural Clinical School, The University of Queensland, Toowoomba, QLD 4350 Australia
| | - Diann Eley
- Academy for Medical Education, The University of Queensland, Herston, QLD 4006 Australia
| | - Bushra Nasir
- Rural Clinical School, The University of Queensland, Toowoomba, QLD 4350 Australia
| | | |
Collapse
|
10
|
Green E, Hyde S, Barry R, Smith B, Seaman CE, Lawrence J. Placement Architectures in Practice: An Exploration of Student Learning during Non-Traditional Work-Integrated Learning in Rural Communities. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:16933. [PMID: 36554811 PMCID: PMC9779487 DOI: 10.3390/ijerph192416933] [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: 11/06/2022] [Revised: 12/09/2022] [Accepted: 12/13/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Work-integrated learning (WIL) in rural communities provides students with important learning opportunities while also providing a service to those communities. To optimise the potential benefits of work-integrated learning for health students and rural communities it is important to explore the practices and outcomes of these experiences. METHODS This study used a qualitative research design underpinned by the theoretical framework of Theory of Practice Architectures to examine the way students learn during these placements. Purposive sampling was used to identify students for participation in the study. Seven students from the disciplines of paramedicine, physiotherapy, and speech pathology participated in semi-structured interviews. Data were analysed using inductive thematic analysis. RESULTS The learning described by the students was examined, followed by a critical interrogation of the data to assess how these learnings and associated practices were made possible given the site-specific practice architectures. The findings of the research are represented by three themes: learning affordances related to placement design, learning through relationships between people and professions, and learning through rural embeddedness. CONCLUSION Being embedded in rural communities gave the students access to several arrangements that fostered learning, particularly through the sayings, relatings and doings that the students engaged with. This research demonstrates the transformative potential of rural WIL opportunities for learning and future rural practice.
Collapse
Affiliation(s)
- Elyce Green
- Three Rivers Department of Rural Health, Charles Sturt University, Wagga Wagga, NSW 2678, Australia
| | - Sarah Hyde
- Joint Program in Medicine School of Rural Medicine, Charles Sturt University, Orange, NSW 2800, Australia
| | - Rebecca Barry
- Three Rivers Department of Rural Health, Charles Sturt University, Wagga Wagga, NSW 2678, Australia
| | - Brent Smith
- Three Rivers Department of Rural Health, Charles Sturt University, Wagga Wagga, NSW 2678, Australia
| | - Claire Ellen Seaman
- Three Rivers Department of Rural Health, Charles Sturt University, Wagga Wagga, NSW 2678, Australia
| | - Jayne Lawrence
- School of Nursing, Paramedicine and Healthcare Sciences, Charles Sturt University, Dubbo, NSW 2830, Australia
| |
Collapse
|
11
|
Sheepway L, Jessup B, Podubinski T, Heaney S, Bailie J, Hoang H, Bourke L. A qualitative exploration of health student perspectives of rural and remote placements during the early stages of the COVID-19 pandemic. Aust J Rural Health 2022; 31:294-307. [PMID: 36444653 PMCID: PMC9878096 DOI: 10.1111/ajr.12952] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2022] [Revised: 11/01/2022] [Accepted: 11/16/2022] [Indexed: 11/30/2022] Open
Abstract
OBJECTIVE To explore health student perspectives of rural and remote placements during the early stages of the COVID-19 pandemic. SETTING Australia. PARTICIPANTS Allied health, nursing and medical students with a planned rural or remote placement between February and October 2020. DESIGN Semi-structured interviews (n = 29) with data thematically analysed. RESULTS Five main themes emerged from student experiences: (1) 'Do we go? Don't we go? Like how much risk is involved?' related to student concerns regarding acquiring and transmitting COVID-19 on placement; (2) 'We are sort of just standing at the door trying to watch' encompassed student perceptions of missed clinical learning opportunities in response to health and safety measures related to COVID-19; (3) 'I, as a student, sort of fell under the radar' related to student perceptions of suboptimal supervision; (4) 'It was a bit more difficult to engage with that wider community' recognised student feelings of social disconnection and their lack of opportunity for community immersion; and (5) 'We felt like we got something that is more than we expected' emerged from student reflections on training during the pandemic and alternative placements (virtual, simulated and non-clinical) that exceeded expectations for learning. CONCLUSIONS Although most students were willing and able to undertake their rural or remote placement in some form during the early stages of the pandemic and identified unanticipated learning benefits, students recognised lost opportunities to build clinical skills, become culturally aware and connect with rural communities. It remains unknown how these rural and remote placement experiences will impact rural intention and in turn, rural workforce development.
Collapse
Affiliation(s)
- Lyndal Sheepway
- La Trobe Rural Health SchoolLa Trobe UniversityWodongaVictoriaAustralia
| | - Belinda Jessup
- Centre for Rural HealthThe University of TasmaniaLauncestonTasmaniaAustralia
| | - Tegan Podubinski
- Department of Rural HealthThe University of MelbourneSheppartonVictoriaAustralia
| | - Susan Heaney
- The University of Newcastle Department of Rural HealthThe University of NewcastlePort MacquarieNew South WalesAustralia
| | - Jodie Bailie
- University Centre for Rural HealthThe University of SydneyLismoreNew South WalesAustralia
| | - Ha Hoang
- Centre for Rural HealthThe University of TasmaniaLauncestonTasmaniaAustralia
| | - Lisa Bourke
- Department of Rural HealthThe University of MelbourneSheppartonVictoriaAustralia
| |
Collapse
|