What supports allied health students to<i>think, feel and act</i>as a health professional in a rural setting? Perceptions of allied health staff

Furness, Linda; Tynan, Anna; Ostini, Jenny

doi:10.1111/ajr.12557

Cited by 7 publications

(10 citation statements)

References 22 publications

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“…This study adds to the body of evidence that geographical location of origin makes a difference to decisions and choices that nursing and allied health students make about the locations for their professional placement experiences 4,11 . Such decisions and choices affect the degree of exposure they receive to rural practice, as well as their experience of the broader aspects of rural lifestyle, values and culture 7,8,22 . The extent to which students can choose their preferred placement locations might be limited while they are studying 12 due to university or discipline equity policies.…”

Section: Discussionmentioning

confidence: 99%

“…As is the case with the majority of health workforce studies, most of the previous research exploring the nature of health professional students' placements and the association with their future practice intentions is limited to medicine, dating back several years, 11,13‐21 although some studies have included nursing and allied health students 7‐10,12,22‐28 . Existing evidence shows that rural background is apparently the most strongly influential factor on graduates' choice of rural practice location 10‐12,21‐23 . However, rural practice intentions at commencement of studies 14‐16,20,21 and exposure to rural health care settings during their education and training 8,10,14,23,24,29 are also key indicators of postgraduate rural practice.…”

Section: Introductionmentioning

confidence: 99%

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Profile and rural exposure for nursing and allied health students at two Australian Universities: A retrospective cohort study

Smith

Sutton

Beauchamp

et al. 2021

Australian J Rural Health

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Objective Linking enrolment and professional placement data for students' from 2 universities, this study compares characteristics across universities and health disciplines. The study explores associations between students' location of origin and frequency, duration and type of placements. Design Retrospective cohort data linkage. Setting Two Australian universities, Monash University and the University of Newcastle. Participants Students who completed medical radiation science, nursing, occupational therapy, pharmacy or physiotherapy at either university between 2 February 2017 and 28 February 2018. Interventions Location of origin, university and discipline of enrolment. Main outcome measure(s) Main measures were whether graduates had multiple rural placements, number of rural placements and cumulative rural placement days. Location of origin, discipline and university of enrolment were the main explanatory variables. Secondary dependent variables were age, sex, socio‐economic indices for location of origin, and available placements. Results A total of 1,315 students were included, of which 22.1% were of rural origin. The odds of rural origin students undertaking a rural placement was more than 4.5 times greater than for urban origin students. A higher proportion of rural origin students had multiple rural placement (56.0% vs 14.9%), with a higher mean number of rural placement days. Public hospitals were the most common placement type, with fewer in primary care, mental health or aged care. Conclusions There is a positive association between rural origin and rural placements in nursing and allied health. To help strengthen recruitment and retention of graduates this association could be further exploited, while being inclusive of non‐rural students

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Profile and rural exposure for nursing and allied health students at two Australian Universities: A retrospective cohort study

Smith

Sutton

Beauchamp

et al. 2021

Australian J Rural Health

View full text Add to dashboard Cite

show abstract

“…The development of focus groups questions from clinical education literature has previously been described. 11 The questions were designed to explore student and new graduate perceptions of how clinical placements support them to think, feel and act as a health professional. The rationale for focus group questions is shown in…”

Section: Insert Table 1: Focus Group Questions and Rationalementioning

confidence: 99%

“…4,5,10 Placement experiences often influence intentions for future rural practice, however there is limited research on impacts of rural placement on developing professional identity. This paper builds on earlier reported work exploring the perspectives of allied health staff 11 and aims to explore the perspectives of allied health students and new graduates on the role rural clinical placements have in contributing to thinking, feeling and acting like a health professional.…”

Section: Introductionmentioning

confidence: 99%

What students and new graduates perceive supports them to think, feel and act as a health professional in a rural setting

Furness

Tynan

Ostini

2020

Australian J Rural Health

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“…This project forms part of a larger qualitative study exploring the impact of clinical placement on development of allied health student professional identity. The overall project investigates perspectives of allied health staff and students and organisational influences on the development of professional identity (Furness et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Words in action: Examining what clinical education placement documents contribute to thinking, acting and feeling like a health professional

Furness

Tynan

Ostini

2020

FoHPE

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Introduction: Clinical placements are critical for student learning and transition to practice. They help students integrate their knowledge and skills and support their development of professional identity—so they come to “think, act and feel” like a member of their profession. Students have reported that placements play a role in development of professional identity. Documents are frequently the first contact students have with the placement setting. However, there are few studies examining the impact of clinical placement documents on the development of allied health students’ professional identity. This study examines what clinical placement documents contribute to the development of professional identity through facilitating thinking, feeling and acting like a health professional.Methods: Thematic analysis of clinical education placement documents was conducted using a deductive framework based on review of literature considering how students can be supported to think, act and feel like a health professional.Results: Thirteen placement orientation documents were reviewed. Reference to factors that support “thinking” described learning opportunities to enable students to develop knowledge for practice. Reference to factors that support “acting” described graded learning that enables student contribution to service delivery and recognition as a health professional, and reference to factors that support “feeling” described workplace culture and practices supporting connectedness.Conclusions: This study identified that placement documents can contribute to allied health students thinking, acting and feeling like a health professional while on clinical placement. Academic staff and organisations reviewing clinical placement documents may wish to consider the implications identified in this study, which demonstrate how documents can include or exclude students in the workplace.

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What supports allied health students tothink, feel and actas a health professional in a rural setting? Perceptions of allied health staff

Abstract: This is the author manuscript accepted for publication and has undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of Record. Please cite this article as

Cited by 7 publications

References 22 publications

Profile and rural exposure for nursing and allied health students at two Australian Universities: A retrospective cohort study

Profile and rural exposure for nursing and allied health students at two Australian Universities: A retrospective cohort study

What students and new graduates perceive supports them to think, feel and act as a health professional in a rural setting

Words in action: Examining what clinical education placement documents contribute to thinking, acting and feeling like a health professional

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