Talks
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· Getting it Right for Remote Western NSW Communities and Undergraduate Nursing Students
Where: 4th Biennial Primary Health Care Research and Evaluation Conference When: November 2009
Abstract Submission
for
Growing Together for Impact and Sustainability
4th Biennial Primary Health Care Research and Evaluation Conference
Stage
A work in progress
Descriptive
Authors Names and Affiliations
Paul Bennett, Primary Health Care, Broken Hill University Department of Rural Health, University of Sydney
Debra Jones, Primary Health Care,Broken Hill University Department of Rural Health, University of Sydney
Janie Peterson, Clinical Placements Director and Lecturer, Department of Nursing and Health Care Practices,Southern Cross University
Abstract Title
Getting it Right for Remote western NSW Communities and Undergraduate Nursing Students
Abstract Theme
The Research Process (Recruitment Strategy)
Short Biography of Presenters
Paul Bennett
Deb Jones
Janie Peterson
Abstract
(Introduction) The current nursing workforce deficiencies in our rural and remote communities is well documented. Smith (2005) states that only a small proportion of nursing graduates seek employment opportunities within a rural setting and this is magnified in remote settings.
In a rural and remote health care utopia our cups would runneth over with nurses battling each other for positions in some of our most challenging and isolated communities. These nurses would be well-equipped clinicians, have a deep insight into primary health care principles, and be culturally sensitive and capable of deep insight into the issues confronted by many of our Indigenous communities. They would bring with them the life skills and personality that would see them fit with the bush and the people that live there. They would know the importance of individual and community health as well as embrace the concept that the person is truly the centre of all care.
This is a story of partnership, commitment and a passion to provide non-rural undergraduate nurses and remote communities with a mutually rewarding clinical placement experience.
(Body) To date, 23 undergraduate nursing students have participated in a structured, remotely developed, delivered and supported clinical placement in western NSW. The placement consists of 4 days intensive learning covering themes such as: Indigenous health and health determinants, primary health care, remote practice, self-care and resilience, , person centred care and host site familiarisation. Students then travel to host sites within the region and undertake a 3-5 week placement. During this stage students are support by their feeder University, BHUDRH and Greater Western Area Health Service staff.
During their placement students are invited to participate in the mixed methodology research component of the placement. Pre and post quantitative and qualitative research tools are used to elicit information on self assessed attitude to; rural practice and Indigenous health issues; confidence levels, and understanding of Primary Health Care and Indigenous health. Also, during their placement students complete a Problem Based Learning case scenario that was developed by BHUDRH and has a particular focus on Indigenous health as well as public health issues that affect small communities in rural/remote New South Wales.
The preliminary evaluation of data collected from participating students is starting to display the following themes;
· Program Structure: Students state that they have found both the structured education component and their onsite clinical experience highly rewarding; “…links theory to practice”.
· Indigenous Culture: Students state they had learnt more about Indigenous culture and health determinants in the four days of structured learning than they had throughout their previous education;
· Program Impact: The program had impacted upon the students positively at a professional, personal and practice level;
· Ethical and Moral: Student preconceptions, values and prior judgments have been challenged by their learning and placement experience;
· Relevance of program to undergraduate health disciplines: Students stated they would recommend this program to all undergraduate nursing students, students have stated that all health care disciplines would benefit from a similar experience;
· Primary Health Care: Students experienced a growth in their understanding of Primary Health Care, Indigenous health determinants, barriers to access and provision of health care in rural, remote and predominately Indigenous communities;
· Empowerment: Students have related instances in post placement interviews where they have felt empowered to challenge other health professionals about racist comments or culturally inappropriate practice on their return to their home communities;
· Career Direction: Four out of the 23 students have informed BHUDRH that they have sought postgraduate placement in rural/remote sites.
(Conclusion) This long term PHC placement is not for everyone but has shown that it can impact on the career aspirations of students and galvanise those who have considered remote health pathways into applying for remote health post graduate placement and offer primary health care as a potentially rewarding career option.
(may need to delete this if abstract is too long)
The following direct quotes from student evaluation responses are included to display the level of impact the program appears to have had at this stage of analysis.
‘Thankyou so much – you have no idea what I have gained from this experience. I have grown professionally, socially. I have expanded my mind and my world and I have grown as a person. Thanks a lot!’
‘I was fairly aware of issues [Indigenous health] before I came out but by seeing the people, talking to the people and being a part of their lives, what I have learnt about becomes real, they become real!’
‘I think that this placement has come at the right time to progress my rural and remote health career.’
‘I came with an acute mentality and then I discovered ‘the shift.’
‘Coming out here was like travelling to another country. It was great to have guides.’
Like· Strong foundations: Remote recruitment gains.
Where: Royal College of Nursing Australia, Celebrating Professional Excellence in Nursing, 2008 Annual Conference. When: September 2008
This paper reports on the one year follow-up of a mixed-methods longitudinal study that seeks to understand the impact on non-rural undergraduate nurses and remote communities with a mutually rewarding clinical placement experience. Aim: The placement provides a Primary Health Care experience to undergraduate nursing students that includes a structured educational component and an opportunity to experience nursing in rural and remote western NSW. Background: The current nursing workforce deficiencies in our rural and remote communities are well documented. Smith (2005) states that only a small proportion of nursing graduates seek employment opportunities within a rural setting and this is magnified in remote settings. The premise of the clinical practicum experience was to expose undergraduates to this nursing career option as a means to attract future RNs. Methodology: During 2006 & 2007, 23 undergraduate nursing students participated in a structured supported clinical placement in western NSW. The placement consisted of 4 days intensive learning; students then travel to host sites and undertake a 3-5 week placement, followed by a de-brief day where students explored their experience and learnings. Pre and post quantitative and qualitative data collection tools were used to elicit information on self assessed attitude to rural practice; Indigenous health issues; confidence levels associated with remote practice, and understanding of Primary Health Care. Follow-up phone surveys at year one looked at the influence of the placement experience on career selection and location of employment. Findings and Discussion: Data collected from the follow-up phone surveys will be presented and discussed to demonstrate the impact of such a placement on the longer-term career aspirations of students.
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