Several strategies for clinical partners and universities are perceived to enhance physiotherapy student engagement in non-metropolitan clinical placements: a mixed-methods study

Abstract

Strategies that were perceived to enhance student engagement in non-metropolitan placements included: tailoring preparation for students, paired rather than individual placements, and near-peer presentations for physiotherapy students prior to undertaking non-metropolitan placements. Dedicated clinical coordinator positions at non-metropolitan sites and assistance in accessing affordable accommodation are likely to positively influence the student experience. [Francis-Cracknell A, Maver S, Kent F, Edwards E, Iles R (2017) Several strategies for clinical partners and universities are perceived to enhance physiotherapy student engagement in non-metropolitan clinical placements: a mixed-methods study. Journal of Physiotherapy 63: 243-249].

Supporting health students on rural placements: A scoping review

“…Factors associated with enabling health students to undertake a rural placement encompassed socio‐cultural focused on equity with accommodation and travel assistance, cultural awareness training and information on the rural context provided prior or during placement, 7,12‐17 institutional with pre‐placement preparation, 16‐19 organisational with pre‐placement preparation and orientation and community through engagement with events and health professionals. Initiatives to enhance social support included sending 2 students together on rural placements and for students to be co‐located to provide peer support 17,19,20 . Pre‐placement preparation provided by both the HEI and the organisation with ongoing support and communication between peers, clinicians, supervisors was found to assist in preparing for the placement requirements and for the reality of a rural placement 7,19‐21 .…”

“…Initiatives to enhance social support included sending 2 students together on rural placements and for students to be co‐located to provide peer support 17,19,20 . Pre‐placement preparation provided by both the HEI and the organisation with ongoing support and communication between peers, clinicians, supervisors was found to assist in preparing for the placement requirements and for the reality of a rural placement 7,19‐21 . The use of videoconference to support students can be an effective and cost‐efficient initiative 22,23 .…”

“…Specific support for students in the form of accommodation and transport subsidies was frequently cited as essential for undertaking a rural placement. Having a dedicated clinical educator to support students on rural placements and coordinate engagement with rural communities was also highlighted 20 . Positive learning experiences, authentic learning, teamwork, relationships with rural health professionals, quality hands‐on experiences, engaging with community, high‐quality supervision, learning in a rural environment and the diversity and variety of clients and practice experienced in a rural setting all were cited as strengths 4,5,9,19,27‐30 .…”

“…The barriers fell into 3 main categories—socio‐cultural, institutional and organisational. Socio‐cultural factors cited included financial burdens predominantly related to accommodation and travel costs of relocating for a rural placement, maintaining rent/mortgage in their primary residence including the need to pay double rent while on placement, inability to undertake employment and loss of earnings 1,6,20,28,32 . Social isolation associated with separation from family, friends, social networks and a lack of peer support were cited as barriers 6,7,28 .…”

“…Social isolation associated with separation from family, friends, social networks and a lack of peer support were cited as barriers 6,7,28 . Institutional barriers focused on educational aspects including pre‐placement preparation, a lack of knowledge about scholarships and grants, administrative support, accessibility to learning and teaching resources and inadequate and inconsistent communication from the HEI and the students during placement 1,7,11,20,22 . Some students perceived rural placements as inferior in quality of the experience, with a decrease in the number of patients presenting, and therefore of less worth 6,7,20 .…”