<i>Marŋgithirri guŋga’yunarawu ga guŋga’yunyarawu marŋgithinyarawu</i> Learning to connect and connecting to learn: Preparing the rural and remote allied health workforce through a co‐created student‐implemented service in East Arnhem, Australia

Bird, Katrina; Stothers, Kylie; Armstrong, Emily; Marika, Eunice Djerrkŋu; Yunupingu, Murphy Dhayirra; Brown, Louise; Witt, Susan; Campbell, Narelle; Barker, Ruth

doi:10.1111/ajr.12813

Cited by 10 publications

(3 citation statements)

References 23 publications

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“…Students were purposively selected via an expression of interest. 26 Student supervisors were identified on the basis of their knowledge and experience in their discipline, in student‐implemented services and culturally responsive practice with First Nations people. Student placement coordinators and administrators participated as part of their usual role.…”

Section: Methodsmentioning

confidence: 99%

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Co‐creation of a student‐implemented allied health service in a First Nations remote community of East Arnhem Land, Australia

Barker

Witt²,

Bird

et al. 2022

Australian J Rural Health

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Section: Methodsmentioning

confidence: 99%

“…This paper is focused on co‐creation of the service with the people of East Arnhem. The experience for AH students has been reported elsewhere 26 …”

Section: Introductionmentioning

confidence: 99%

Co‐creation of a student‐implemented allied health service in a First Nations remote community of East Arnhem Land, Australia

Barker

Witt²,

Bird

et al. 2022

Australian J Rural Health

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“…There is mounting evidence supporting the benefits of student-led health care services as both adequate providers of care and attractive educational opportunities [8]. In a recent study, allied health students co-designed and implemented a health service in a remote Aboriginal community in northern Australia, where students learned how to adapt their skills and approaches to the cultural needs of the Aboriginal community [9]. However recent reviews of the outcomes of student-led health care services more broadly, indicate the need for more rigorous reporting [10], with more specific attention to students' skill development, knowledge, and behavior required [11].…”

Section: Introductionmentioning

confidence: 99%

Evaluating Allied Health Clinical Placement Performance: Protocol for a Modified Delphi Study

Simmons¹,

Barker²,

Barnett³

2023

JMIR Res Protoc

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Background University-affiliated student-led health care services have emerged in response to the challenges faced by universities in securing quality clinical placements for health care students. Evidence of the health care benefits and challenges of student-led health care services is growing, while evidence of clinical placement performance remains variable and not generalizable. Though there have been previous attempts to develop a framework for evaluation of clinical placement performance, concerns have been raised about the applicability of these frameworks across the various placement settings. Additionally, the perspectives of all key stakeholders on the critical areas of clinical placement performance have yet to be considered. Objective This study’s objective is to gather information on areas of measurement related to student learning outcomes, experience of placement, and costs of placement and then develop consensus on which of those areas need to be included in a framework for evaluation of clinical placement performance within the context of student-led health care services. The aim of this paper is to outline a protocol for a modified Delphi study designed to gain consensus on what is important to measure when evaluating an allied health clinical placement. Methods We will recruit up to 30 experts to a heterogeneous expert panel in a modified Delphi study. Experts will consist of those with firsthand experience either coordinating, supervising, or undertaking clinical placement. Purposive sampling will be used to ensure maximum variation in expert panel member characteristics. Experts’ opinions will be sought on measuring student learning outcomes, student experience, and cost of clinical placement, and other areas of clinical placement performance that are considered important. Three rounds will be conducted to establish consensus on what is important to measure when evaluating clinical placement. Each round is anticipated to yield both quantitative data (eg, percentage of agreement) and qualitative data (eg, free-text responses). In each round, quantitative data will be analyzed descriptively and used to determine consensus, which will be defined as ≥70% agreement. Qualitative responses will be analyzed thematically and used to inform the subsequent round. Findings of each round will be presented, both consensus data and qualitative responses in each subsequent round, to inform expert panel members and to elicit further rankings on areas of measurement yet to achieve consensus. Results Data analysis is currently underway, with a planned publication in 2024. Conclusions The modified Delphi approach, supported by existing research and its ability to gain consensus through multiround expert engagement, provides an appropriate methodology to inform the development of a framework for the evaluation of clinical placement performance in allied health service. International Registered Report Identifier (IRRID) DERR1-10.2196/44020

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Determining health professional students’ self‐perceived cultural capability following participation in clinical placement with Aboriginal and Torres Strait Islander Peoples: A systematic review

Paisley,

Sadler,

West (Wiradjuri)

et al. 2024

Journal of Foot and Ankle Research

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BackgroundCollective evaluation of studies assessing students’ self‐perceived cultural capability following clinical placement is required to help inform future cultural capability training for both university and healthcare service environments. Therefore, the aim of this systematic review was to evaluate studies investigating health professional students’ self‐perceived cultural capability following participation in a clinical placement with First Nations Peoples.MethodsElectronic database searchers were conducted in MEDLINE, EMBASE, AMED, PsychINFO, Pubmed, CINAHL and Informit. Hand Searches of grey literature were conducted including Lowitja institute, Australian Indigenous HealthInfoNet, Menzies School of Health Research, Services for Australian Rural and Remote Allied Health, and the Australian Institute of Health and Welfare. Studies published in English that investigated health professional students’ self‐perceived cultural capability before and after clinical placement undertaken with First Nations people in Australia were eligible for inclusion. Two authors independently screened potentially eligible studies and performed quality appraisal and data extraction.ResultsA total of 14 studies were included (n = 307 participants). Studies included undergraduate students from podiatry, medicine, nursing, pharmacy, and mixed health professions. The results of this systematic review suggest that clinical placements in health services or settings for Aboriginal and Torres Strait Islander Peoples that involve elements of co‐design are effective in increasing aspects of health professional students’ self‐perceived cultural capability. This outcome was consistent across studies regardless of the location of clinical placements (urban or rural), type of clinical placement (health setting or Community), or length of placement.ConclusionsThe findings from this systematic review suggest that clinical placement in health services or settings for Aboriginal and Torres Strait Islander Peoples may contribute to increased self‐perceived cultural capability in health professions graduates. However, the impact of the placements on the cultural safety of student‐led care, from a First Nations perspective, remains to be established.

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Marŋgithirri guŋga’yunarawu ga guŋga’yunyarawu marŋgithinyarawu Learning to connect and connecting to learn: Preparing the rural and remote allied health workforce through a co‐created student‐implemented service in East Arnhem, Australia

Abstract: Objectives: To explore the process of learning for allied health students providing a student-implemented service for older Yolŋu in remote East Arnhem,

Cited by 10 publications

References 23 publications

Co‐creation of a student‐implemented allied health service in a First Nations remote community of East Arnhem Land, Australia

Co‐creation of a student‐implemented allied health service in a First Nations remote community of East Arnhem Land, Australia

Evaluating Allied Health Clinical Placement Performance: Protocol for a Modified Delphi Study

Determining health professional students’ self‐perceived cultural capability following participation in clinical placement with Aboriginal and Torres Strait Islander Peoples: A systematic review

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