ORCID Profile
0000-0002-9190-4368
Current Organisation
James Cook University
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Publisher: Informa UK Limited
Date: 12-2020
DOI: 10.2147/JMDH.S279243
Publisher: Informa UK Limited
Date: 03-2020
DOI: 10.2147/JMDH.S236488
Publisher: Informa UK Limited
Date: 04-2018
DOI: 10.2147/JMDH.S156161
Publisher: BMJ
Date: 04-2022
DOI: 10.1136/BMJOPEN-2021-057074
Abstract: To explore and synthesise the evidence relating to features of quality in rural health student placements. Scoping review. MEDLINE, CINAHL, Embase, ProQuest, Informit, Scopus, ERIC and several grey literature data sources (1 January 2005 to 13 October 2020). The review included peer-reviewed and grey literature from Organisation for Economic Co-operation and Development listed countries that focused on quality of health student placements in regional, rural and remote areas. Data were extracted regarding the methodological and design characteristics of each data source, and the features suggested to contribute to student placement quality under five categories based on a work-integrated learning framework. Of 2866 resulting papers, 101 were included for data charting and content analysis. The literature was dominated by medicine and nursing student placement research. No literature explicitly defined quality in rural health student placements, although proxy indicators for quality such as satisfaction, positive experiences, overall effectiveness and perceived value were identified. Content analysis resulted in four overarching domains pertaining to features of rural health student placement quality: (1) learning and teaching in a rural context, (2) rural student placement characteristics, (3) key relationships and (4) required infrastructure. The findings suggest that quality in rural health student placements hinges on contextually specific features. Further research is required to explore these findings and ways in which these features can be measured during rural health student placements.
Publisher: Wiley
Date: 04-2021
DOI: 10.1111/AJR.12741
Abstract: Distribution of the Australian health workforce is uneven, with the majority of health professionals favouring metropolitan areas over rural and remote regions. Although nurses account for the largest proportion of the Australian rural and remote health workforce, difficulties with staff recruitment and retention can impact the health care outcomes of these vulnerable populations. Satellite university c uses that offer undergraduate nursing programs might therefore contribute to a more sustainable rural and remote nursing workforce. This narrative literature review aimed at investigating the barriers and enablers that affect students enrolled at satellite nursing c uses, education delivery methods and academic and non‐academic strategies employed to enhance the student learning experience. The literature was reviewed across 6 health and education databases. After screening, 12 articles met the inclusion criteria and were analysed, and the data were synthesised using a thematic approach. Three themes arose from the review: student characteristics and associated barriers and enablers to studying nursing at a satellite c us teaching strategies and learning experiences and academic and pastoral support. Students studying at satellite c uses were found to have different education experiences and faced challenges unique to their context however, home support networks and small class sizes were seen as enabling factors. Education delivery methods and support strategies varied depending on remoteness and resources available. Consideration of the factors that affect satellite c us nursing students has the potential to increase student satisfaction and retention, which could result in a more sustainable rural and remote nursing workforce.
Publisher: Springer Science and Business Media LLC
Date: 02-08-2022
DOI: 10.1186/S12912-022-00996-X
Abstract: Nurses constitute most of the rural and remote Australian health workforce, however staff shortages in these regions are common. Rural exposure, association, and undertaking rural clinical placements can influence health students’ decision to work rurally after graduation, however attending university in rural and remote regions has been shown to be a great contributor. An improved understanding of these nursing students’ experiences may inform changes to teaching and support strategies for these students, which in turn could improve their retention and completion rates, contributing to a more sustainable rural and remote Australian nursing workforce. This study aimed to explore and describe students’ experiences of studying nursing in the context of a satellite university c us located in a remote town, with a focus on education delivery methods, staff, support, student services, and barriers and enablers to successful study. Nine students participated in this qualitative descriptive study. Semi-structured interviews were undertaken, allowing participants to reflect on their experiences as nursing students in the context of a geographically remote satellite university c us. The resulting data were grouped into common themes and summarised. Students were generally positive regarding lectures delivered by videoconference or recorded lectures, as they allowed for greater flexibility which accommodated their busy personal lives. Face-to-face teaching was especially valuable, and students were particularly positive about their small cohort size, which enabled the creation of strong, supportive relationships between students, their cohort, and teaching and support staff. However, barriers related to student demographics and some difficulties with course engagement and c us staffing were experienced. The experiences of nursing students at remote university c uses are different from those experienced by traditional, metropolitan university students. Although these nursing students face additional barriers unique to the remote c us context, they benefit from a range of enabling factors, including their close relationships with other students, staff, family, and their local community.
Publisher: Wiley
Date: 04-2021
DOI: 10.1111/AJR.12740
Abstract: Psychology workforce shortages in geographically rural or remote contexts have highlighted the need to understand the supervisory experiences of psychologists practising in these locations, and the models of supervision employed to support their practice and improve client safety. To review the models of remote professional supervision and the supervisory experiences of psychologists practising in rural and remote locations. Using the Joanna Briggs Institute methodology for mixed‐methods systematic review, 8 health and education databases were searched using keyword and subject heading searches. The initial search identified 413 studies. A full‐text review identified 4 papers that met the inclusion criteria and were subjected to a methodological appraisal by 2 reviewers. Three studies included qualitative data, with 2 using transcribed interviews. Two studies reported quantitative data, with only one study including a statistical analysis of the outcomes. The results for the efficacy of the current models of remote supervision being used within the allied health and psychology professions are limited, with methodological limitations cautioning generalisability of results. The experiences of psychologists engaged in remote supervision do not appear to have changed over the past decade despite technological advances. Quality professional supervision is critical for the sustainability of the psychology workforce in rural and remote locations, reducing professional isolation, and for improved patient outcomes. This review identified a need for improved evidence for remote supervision models for psychologists working in geographically rural and remote locations. Lessons can be learned from other health professions’ models of remote supervision.
No related grants have been discovered for Catherine Hays.