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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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Beames C, Adelson P, Sharplin G, Eckert M. Primary care nurse's role and educational preparedness in skin cancer screening and early detection: A scoping review. J Adv Nurs 2024; 80:2228-2251. [PMID: 38037496 DOI: 10.1111/jan.15993] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2023] [Revised: 10/15/2023] [Accepted: 11/11/2023] [Indexed: 12/02/2023]
Abstract
AIM To identify the available evidence regarding nursing roles in skin cancer screening and early detection and the reported education and training undertaken to do so. DESIGN Scoping review, reported in accordance with PRISMA-ScR. DATA SOURCES A database search of Medline, CINAHL, Scopus, Embase, Emcare and JBI was conducted in November 2021. A grey literature search was conducted in February 2022. Searches were updated in August 2023. REVIEW METHODS The data were extracted and synthesized into themes related to nursing roles and education. RESULTS Of the 2285 identified studies, 54 were included in the review. Nursing roles included screening and early detection, prevention and patient education or counselling. Except for specialized nurse practitioners, nurses working in primary clinical care mostly engage in skin cancer supportive/administrative roles rather than leading collaborators in screening and early detection. The education and training for nurses were identified around themes of didactic education, clinical experience, training in dermoscopy, performance and knowledge assessment and self-efficacy. CONCLUSION The roles and responsibilities of nurses working in skin cancer screening and early detection are highly variable, as are the reported training and education programmes. Little research has been conducted to explore this nursing role or the educational requirements needed for proficiency. With appropriate best practice education, it is within most primary care nurses' scope of practice to obtain competence in delivering opportunistic skin cancer screening. IMPACT While most nurse specialists in dermatology will be proficient in dermoscopy and skin cancer screening, nurses who work in general practice are often underutilized due to a lack of opportunity and a clear pathway to becoming proficient in dermoscopic skin cancer screening. Most nurses involved in skin cancer screening are employed in advanced roles, and only a few studies investigating educational interventions utilized dermoscopy among advanced nurses. With specific training, nurses can work within their full scope of practice and increase access to skin cancer screening and early detection. REPORTING METHOD Adhered to JBI Guidance for Conducting Systematic Scoping Reviews. PROTOCOL REGISTRATION Open Science Framework, https://doi.org/10.17605/OSF.IO/XUNE6 PATIENT OR PUBLIC CONTRIBUTION: N/A; a literature review.
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Affiliation(s)
- Chelsea Beames
- Rosemary Bryant AO Research Centre, UniSA Clinical & Health Sciences, University of South Australia, Adelaide, South Australia, Australia
| | - Pamela Adelson
- Rosemary Bryant AO Research Centre, UniSA Clinical & Health Sciences, University of South Australia, Adelaide, South Australia, Australia
| | - Greg Sharplin
- Rosemary Bryant AO Research Centre, UniSA Clinical & Health Sciences, University of South Australia, Adelaide, South Australia, Australia
| | - Marion Eckert
- Rosemary Bryant AO Research Centre, UniSA Clinical & Health Sciences, University of South Australia, Adelaide, South Australia, Australia
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Jessup B, Proudfoot F, Cross M, Barnett T. Are recent health, welfare and care graduates part of a rural and remote workforce solution? Evidence from Tasmania, Australia. BMC Health Serv Res 2024; 24:652. [PMID: 38773454 PMCID: PMC11110370 DOI: 10.1186/s12913-024-11087-9] [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: 07/09/2023] [Accepted: 05/07/2024] [Indexed: 05/23/2024] Open
Abstract
BACKGROUND Strong growth in graduate supply from health, welfare and care courses across Australia may bode well for easing rural workforce shortages. However, little is known about the employment opportunities available for recent graduates in non-metropolitan areas. This study aimed to quantify and describe advertised job vacancies for health, welfare and care professions in Tasmania, a largely rural and geographically isolated island state of Australia. Further, it aimed to examine those job vacancies specifying that recent graduates were suitable to apply. METHODS Job advertisements for health, welfare and care professionals were collected weekly throughout 2018 from six online job vacancy websites. Data were extracted on 25 variables pertaining to type of profession, number of positions, location, and graduate suitability. Location of positions were recoded into a Modified Monash Model (MM) category, the Australian geographic standard used to classify rurality. Positions advertised in MM2 areas were considered regional and MM3-7 areas rural to very remote. Data were analysed using descriptive and inferential statistics. RESULTS Over the twelve-month period, 3967 advertisements were identified, recruiting for more than 4700 positions across 49 different health, welfare and care professions in Tasmania. Most vacancies were in the non-government sector (58.5%) and located in regional areas (71.7%) of the state. Professions most frequently advertised were registered nurse (24.4%) and welfare worker (11.4%). Eleven professions, including physiotherapist and occupational therapist, recorded a disproportionate number of advertisements relative to workforce size, suggesting discipline specific workforce shortages. Only 4.6% of collected advertisements specified that a recent graduate would be suitable to apply. Of these, most were for the non-government sector (70.1%) and located in regional areas (73.4%). The professions of physiotherapist (26.6%) and occupational therapist (11.4%) were most frequently represented in advertised graduate suitable positions. CONCLUSIONS Despite a range of advertised employment opportunities for health, welfare and care professionals across Tasmania, few specified vacancies as suitable for recent graduates and most were located in regional areas of the state. Health, welfare and care services in non-metropolitan locations may need to develop more employment opportunities for recent graduates and explicitly advertise these to job-seeking graduates to help grow and sustain the rural and remote health workforce into the future.
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Affiliation(s)
- Belinda Jessup
- Centre for Rural Health, College of Health and Medicine, University of Tasmania, Launceston, Australia.
| | - Fiona Proudfoot
- Wicking Dementia Research and Education Centre, College of Health and Medicine, University of Tasmania, Hobart, Australia
| | - Merylin Cross
- Centre for Rural Health, College of Health and Medicine, University of Tasmania, Launceston, Australia
| | - Tony Barnett
- Centre for Rural Health, College of Health and Medicine, University of Tasmania, Launceston, Australia
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Rusaanes V, Eide H, Brembo EA, Gladhus L, Oswald BM, Heyn LG. Educating nursing students for sustainable future rural health-care services: An umbrella review. Int J Nurs Stud 2024; 151:104688. [PMID: 38262170 DOI: 10.1016/j.ijnurstu.2023.104688] [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: 06/21/2023] [Revised: 12/22/2023] [Accepted: 12/23/2023] [Indexed: 01/25/2024]
Abstract
BACKGROUND Rural nursing education stands as a way to contribute to a sustainable nurse workforce in rural areas. Different approaches to organizing rural nursing education are described in the existing literature. OBJECTIVE To explore scientific reviews about rural nursing education and synthesize current knowledge as "best practice" recommendations for rural nursing education regarding the required organization of rural nursing education programs, what are the competencies required to function as a nurse in rural health-care settings, and the key environmental features for learning in rural nursing education programs. DESIGN An umbrella review. PARTICIPANTS Nursing students, newly graduated nurses, and clinical supervisors involved in nursing education in rural areas. DATA SOURCES A systematic literature search was conducted. Of the 276 review articles found, 93 were screened by title and abstract and 27 were screened in full text. The period searched was 2000-2022, and the literature search was peer-reviewed and published. REVIEW METHODS The Joanna Briggs Institute (JBI) methodology for umbrella reviews guided the design, search, and the reporting of the findings of the included reviews. Four reviewers screened for inclusion and exclusion using Covidence in a double blinded process. The analysis was guided by the JBI guidelines for umbrella review syntheses. Two reviewers conducted the analysis. RESULTS Sixteen reviews were included; eight scoping reviews, six integrative reviews, one narrative review, and one rapid review. The synthesis of current evidence provides the following "best practice" suggestions: (a) fostering context-sensitive and collaboratively designed education environments is recommended; (b) integrating curricula tailored for the nursing role and rural practice is recommended (c) establishing a supportive learning environment that encourages students' motivation and academic success; and (d) clinical placements in locally developed learning settings address the educational needs required for practice in the rural workforce. CONCLUSIONS Rural nursing education needs to be properly aligned with the context and health-care development, to educate nurses who can meet the community's needs today and in the future. A well-functioning collaboration between university faculty and local community stakeholders in a co-creation process stands out as vital to build a sustainable, flexible, rural nursing education program. TWEETABLE ABSTRACT Umbrella review: Flexible, co-created education might be "best practice" in rural undergraduate nursing programs.
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Affiliation(s)
- Veronica Rusaanes
- Centre for Health and Technology, Department of Nursing and Health Sciences, University of South-Eastern, Norway.
| | - Hilde Eide
- Centre for Health and Technology, Department of Nursing and Health Sciences, University of South-Eastern, Norway
| | - Espen Andreas Brembo
- Centre for Health and Technology, Department of Nursing and Health Sciences, University of South-Eastern, Norway
| | - Lise Gladhus
- Centre for Health and Technology, Department of Nursing and Health Sciences, University of South-Eastern, Norway
| | - Birte Marten Oswald
- Centre for Health and Technology, Department of Nursing and Health Sciences, University of South-Eastern, Norway; Municipality of Midt-Telemark, Norway
| | - Lena Günterberg Heyn
- Centre for Health and Technology, Department of Nursing and Health Sciences, University of South-Eastern, Norway
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Clayden S, Beks H, Alston L, Versace V. An underutilised resource: The evolving role of clinical nurses contributing to rural health research. Aust J Rural Health 2024; 32:193-197. [PMID: 38063290 DOI: 10.1111/ajr.13076] [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: 10/01/2023] [Revised: 11/23/2023] [Accepted: 11/24/2023] [Indexed: 02/16/2024] Open
Abstract
AIM We aim to discuss the advantages of supporting clinical nurses' involvement in place-based research in rural health services. CONTEXT Australian health services are currently struggling with increased demand in services from an aging population, chronic diseases and nursing workforce shortages. This impact is amplified in rural and remote regions of Australia. APPROACH Investment in place-based clinical nursing research provides opportunity for nursing recruitment, career and leadership development, and retention, while addressing local health issues and creating pathways for implementation of evidence-based practice. CONCLUSION Collaboration between rural health services, universities, policy makers and the Rural Health Multidisciplinary Training program will enable the opportunity for establishment and ongoing development of strong research programs in rural health services to address local health issues and workforce needs.
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Affiliation(s)
- Suzanne Clayden
- Deakin Rural Health, School of Medicine, Warrnambool, Victoria, Australia
- South West Healthcare, Warrnambool, Victoria, Australia
| | - Hannah Beks
- Deakin Rural Health, School of Medicine, Warrnambool, Victoria, Australia
| | - Laura Alston
- Deakin Rural Health, School of Medicine, Warrnambool, Victoria, Australia
- Colac Area Health, Colac, Victoria, Australia
| | - Vincent Versace
- Deakin Rural Health, School of Medicine, Warrnambool, Victoria, Australia
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