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

Furness, Linda and Tynan, Anna and Ostini, Jenny (2020) What students and new graduates perceive supports them to think, feel and act as a health professional in a rural setting. Australian Journal of Rural Health, 28 (3). pp. 263-270. ISSN 1038-5282

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Abstract

Objective: Clinical placements in rural locations are perceived by students to provide positive learning experiences to support their transition to practice. This study explores how clinical placements in a rural health setting might influence students and new graduates to think, feel and act as a health professional. Design: A qualitative study comprising focus group discussions was conducted. Setting: The study was conducted in a rural health service in Queensland, Australia. Participants: Allied health students (n = 12) on placement and new graduates (n = 11) working in a regional health service. Main outcome measures: This study identified allied health student and new graduate perspectives on clinical placement factors which support them to think, feel and act as a health professional. Results: Thematic analysis was used to understand student and new graduate perceptions of how rural placements support thinking, feeling and acting as a health professional. Suggestions for supporting learning included the following: Development of learning partnerships between students and clinical educators with inbuilt expectations and opportunities for reflection and supervision. Creating a culture where students are welcomed, valued and encouraged to take meal breaks with the team supported connectedness. The importance of balancing student autonomy with educating and grading support to increase independence. Conclusions: Findings show clinical placement experiences identified by allied health students and new graduates which support them to begin to think, feel and act as a health professional. Suggestions provided by students and new graduates can be used to inform implementation of clinical placement experiences.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: File reproduced in accordance with the copyright policy of the publisher/author.
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education (1 Jul 2013 - 30 Jun 2019)
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education (1 Jul 2013 - 30 Jun 2019)
Date Deposited: 20 Jun 2022 03:20
Last Modified: 21 Jun 2022 04:30
Uncontrolled Keywords: allied health, clinical education, education/training, remote and rural education, student placements
Fields of Research (2008): 13 Education > 1301 Education Systems > 130103 Higher Education
11 Medical and Health Sciences > 1117 Public Health and Health Services > 111708 Health and Community Services
13 Education > 1302 Curriculum and Pedagogy > 130209 Medicine, Nursing and Health Curriculum and Pedagogy
11 Medical and Health Sciences > 1117 Public Health and Health Services > 111717 Primary Health Care
Fields of Research (2020): 39 EDUCATION > 3901 Curriculum and pedagogy > 390110 Medicine, nursing and health curriculum and pedagogy
42 HEALTH SCIENCES > 4203 Health services and systems > 420319 Primary health care
39 EDUCATION > 3903 Education systems > 390303 Higher education
42 HEALTH SCIENCES > 4203 Health services and systems > 420305 Health and community services
Identification Number or DOI: https://doi.org/10.1111/ajr.12607
URI: http://eprints.usq.edu.au/id/eprint/49150

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