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

Article


Furness, Linda, 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. https://doi.org/10.1111/ajr.12607
Article Title

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

ERA Journal ID13436
Article CategoryArticle
AuthorsFurness, Linda (Author), Tynan, Anna (Author) and Ostini, Jenny (Author)
Journal TitleAustralian Journal of Rural Health
Journal Citation28 (3), pp. 263-270
Number of Pages8
Year2020
PublisherJohn Wiley & Sons
Place of PublicationAustralia
ISSN1038-5282
1440-1584
Digital Object Identifier (DOI)https://doi.org/10.1111/ajr.12607
Web Address (URL)https://onlinelibrary.wiley.com/doi/epdf/10.1111/ajr.12607
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.

Keywordsallied health, clinical education, education/training, remote and rural education, student placements
ANZSRC Field of Research 2020390110. Medicine, nursing and health curriculum and pedagogy
420319. Primary health care
390303. Higher education
420305. Health and community services
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsSchool of Linguistics, Adult and Specialist Education
Institution of OriginUniversity of Southern Queensland
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