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

Abstract

Objective: Clinical placements in rural locations provide student health professionals with diverse learning opportunities. Engaging in clinical work and learning from role models and peers in the workplace are primary ways students develop professional skills, behaviour and identities as a health professional. The purpose of this study was to examine the influences supporting allied health students undertaking clinical placements in a rural health service to think, feel and act as a health professional from the perspective of allied health staff.

Design: A qualitative study comprising focus group discussions was conducted.

Setting: The study was conducted in a rural health service in Queensland, Australia.

Participants: Seventeen allied health staff whose roles support clinical placement education in the health service MAIN OUTCOME MEASURES: This study identified clinical placement factors which can support allied health students thinking, feeling and acting as a health professional.

Results: Thematic analysis was used to understand staff perceptions of how rural placements support students to think, feel and act as a health professional. Key placement actions included taking advantage of the diverse learning experiences in a rural area, facilitating student connectedness in the workplace and grading learning to support independence and autonomy for practice.

Conclusions: Findings from this study show that the diverse work environment and experiences in a rural setting provide unique opportunities for students to begin to think, feel, and act as a health professional. Strategies identified might be applied in other similar contexts.

Keywords: clinical education; research and education; rural and remote education; student placements; teaching and learning.