Search

In order to graduate as professional engineers in Australia, engineering students undertake internships as part of their degree programmes. The heart of a productive internship programme is the relationship between the workplace supervisor and the student, yet there are significant gaps in the knowledge about the nature and type of professional learning that takes place for industry supervisors. The aim of this research is thus to develop a clearer understanding of their practices and perceptions of their student supervision, and the types of learning that take place. This study was conducted with industry supervisors of students from the Faculty of Engineering and IT in an Australian university. It adopted a qualitative research approach using semi-structured interviews and an online survey. The data were analysed through the lens of practice theory perspectives. Our results show that learning was generally confined to the learning of students. Supervisors generally did not position themselves as potential learners in the internship experiences. The deeper understanding gained from this study calls for more purposeful, relational and values-based learning practices in supervisor-student interactions. [ABSTRACT FROM AUTHOR]

Background: The Australian Foundation Residency Program prepares new-to-hospital and early career pharmacists for extended roles and advanced pharmacy practice. An understanding of the outcomes residents perceive they achieve through completion of a residency and what supports them in their achievements is limited. Aim: To explore pharmacists’ experiences during their residency and what they perceive as its outcomes and their achievements. Method: Focus groups and interviews were conducted and recorded with 12 early career or new-to-hospital pharmacists who recently completed a residency program in an Australian hospital. Recordings were transcribed and analysed using inductive thematic analysis. Ethical approval was granted by the University of Queensland Human Research Ethics Committee (Reference no: 2021/HE001225) and the study conforms to the Australian Statement on Ethical Conduct in Human Research. Informed consent was obtained from all participants via the distribution of project information sheets and completion of written consent forms. Results: Five distinct themes were generated from participants’ discussions of their experiences and achievements throughout their residency. The outcomes and achievements they described included gaining the confidence to take on new and challenging roles as well as advancing their career by developing a deeper understanding of their role and potential in the healthcare system. Skill development was accelerated by the structure and assessment requirements of the residency program and by support from mentors, which positively influenced their attitudes towards feedback and competency assessments. Participants reflected on the differences between postgraduate university-based learning and workplace-based learning and saw benefits in both. Conclusion: The residency was reported to offer a structured and supportive training pathway for pharmacists in the early stages of their hospital pharmacy career. Completion of residency facilitates pharmacists’ skill development and a deeper understanding of their roles. Dedicated and qualified mentorship and routine networking events between peers and past residents enhance these experiences and outcomes for residents. [ABSTRACT FROM AUTHOR]

Background: Volunteering is a form of prosocial behaviour that has a been recognised as having positive benefits for medical students. However, there is a lack of research on what influences students to volunteer during and after weather‐related disasters. Our study (1) explores factors related to medical students' willingness and readiness to volunteer, and (2) describes mental health impacts of the flood events on students. Methods: We conducted a mixed‐methods study of medical students on rural clinical placements in a regional area of Australia, 2 to 6 weeks after two major flooding events in 2022. Data were collected through survey and focus groups. Summary statistics were generated from the survey data, and Fisher's exact test was used to determine associations between student experience of the flood and self‐rated well‐being. Qualitative data were deductively analysed using Byrne and colleagues' theory of prosocial behaviour during an emergency. Results: The 36 students who participated in focus groups (including the 34 who completed the survey) (response rates 84% and 79%, respectively) demonstrated high levels of prosocial behaviours and were willing to volunteer. A sense of moral obligation was the primary reason for volunteering, whereas concerns for their physical and psychological safety, and missing key aspects of their training, were the strongest reasons for not continuing to volunteer. Students reported personal stress, anxiety and trauma during this period, with significant associations between self‐rated impacts on their well‐being and feelings of being terrified, helpless and hopeless during the flooding events and of still being distressed weeks later (p <.05). Conclusions: This study expands on prosocial behaviour theory by applying Byrne and colleagues elaborated model in the context of medical student volunteering during the 2022 major flooding events in Australia. Modifiable barriers to prosocial behaviour are identified along with proposed strategies to address these barriers. As the climate warms, we can expect an increase in the intensity and frequency of weather‐related disasters. Here @JodieBailie1 et al. explore how medical students are well placed to support communities in their response to such events. [ABSTRACT FROM AUTHOR]

Introduction: Occupational therapy students need to be ready to work autonomously in a range of environments as soon as they complete their degree. Practice education experiences are considered key to students developing the competencies that autonomous work requires. To function autonomously in practice environments, it is argued that practitioners need to be able to judge the quality of their own work and the work of others. This is referred to as evaluative judgement. However, there is limited empirical literature relating to evaluative judgement and even less exploring the concept within occupational therapy. Methods: This study used qualitative methods, seeking to understand the evaluative judgements of clinical practice made by third‐ and fourth‐year occupational therapy students during practice education. Results: Twenty‐one interviews were conducted with third‐ (n = 10) and fourth‐year occupational therapy students (n = 1), university support staff supporting practice education (n = 4), and practice education supervisors (n = 5) at one Australian university. Practice education grades and documentation were also used as data. Data were analysed thematically, and two themes, each with three sub‐themes, were identified: students coming to understand expected standards, with the following sub‐themes: students attuning to cues, cues that inform supervisors about students' meeting the standards, and barriers and frustrations to understanding standards; and practising and developing evaluative judgement, with the following sub‐themes: making comparisons, acting on feedback, and reflective practice. Conclusions: Practice education experiences provide many context‐specific opportunities for students to develop their evaluative judgement. Students may be supported to come to know what quality work looks like by offering scaffolded opportunities to develop evaluative judgement in university and practice education settings. [ABSTRACT FROM AUTHOR]

Long-standing concerns about the sustainability of social work field education requirements were exacerbated by the COVID-19 pandemic. The Australian Association of Social Workers (AASW) implemented revised Education and Accreditation Standards (ASWEAS) during the pandemic as existing standards had become unworkable. The revised ASWEAS (during 2020 and 2021) allowed greater flexibility regarding how placements could be delivered, enabling students, educators, and practitioners to trial modified placements normally considered non-compliant. This article reports the findings of a national qualitative and quantitative survey that used Appreciative Inquiry to examine key stakeholders' experiences of the modified field placements. The findings demonstrated strong support for the modifications. The findings are discussed in the context of international standards and hold implications for the future development of ASWEAS. A trial of modified field placements under revised ASWEAS due to the COVID-19 pandemic represented a timely opportunity to conduct a nation-wide, empirical study to explore experiences of different field placement models. Emerging empirical evidence confirmed enduring field education problems, and highlighted experiences that could inform more flexible, sustainable field placements. [ABSTRACT FROM AUTHOR]

Neo-liberalism has driven a crisis in Social Work Field Education (SWFE) globally, creating competition, funding cuts, increased workload, and limited capacity to support students. This has been exacerbated by widespread disruptions associated with the global pandemic and other disasters. This article outlines how one Australian university SWFE team has enhanced placement opportunities for students and industry during times of crisis, via a partnership approach. Outcomes include multiple student placements, joint initiatives, mutual relationship, and reciprocity, placing all students during a pandemic. The article contributes to addressing global SWFE challenges, provides a framework for consideration, and identifies areas for further investigation. An innovative SWFE partnership model can assist universities and industry to withstand global crises impacting placements. Committed partners and placements, collegial relationships, and a reference group that collaboratively sets agendas for agency and university increases placement opportunities for all students. [ABSTRACT FROM AUTHOR]

Recruitment and retention of medical practitioners to rural practice is an ongoing global issue. Rural longitudinal integrated clerkships (LIC) are an innovative solution to this problem, which are known to increase rural workforce. Crucially this association increases with time on rural placement. This study examines factors that promote retention in a Rural LIC. A two-phased, sequential design qualitative study in a cohort of students enrolled in a rural LIC at Griffith University, Queensland, Australia. Phase I consisted of an open-ended questionnaire and phase II follow-up focus groups from the same cohort. Data was transcribed and analysed using an iterative, six-step thematic analysis process to identify salient themes. Twenty-four students were invited to participate, of which eight respond in phase I and thirteen participated in phase II. Participants described retention being driven by connectivity within three broad themes: current practice, future practice (immediate internship and career intention), and social networks. Participant proposals to increase connectivity were also suggested including peer-led solutions and short rotations in metropolitan hospitals. Connectivity is key to retention on rural longitudinal integrated clerkships. Programs which enhance connectivity with current practice, future practice, and social networks will increase retention on rural medical programs. [ABSTRACT FROM AUTHOR]

Background: The epidemiological patterns of COVID-19 varied across Australia and differed from most other countries. Few studies describe the impact that the pandemic had on nursing student wellbeing, education and career. Aim: This study aimed to investigate how the COVID-19 pandemic impacted on nursing students' well-being, clinical placement and learning. Design: Cross-sectional survey. Setting: Sydney, Australia. Participants: Second- and third-year nursing students. Methods: Second- and third-year nursing degree students were asked to participate in an ethically approved study during March to May 2021. The de-identified on-line survey consisted of 63 closed end question and one open ended question. On completion, the dataset was exported from Redcap and imported into SPSS for analysis. Open ended text data were analysed by two researchers. Results: Of the 105 participating nursing students, a third (n = 26/83, 31%) thought about changing their degree to a non-nursing degree. The acknowledged risk of caring for a COVID-19 patient incrementally increased stress (β-coefficient = 0.6, p value = 0.009, 95% CI 0.2–0.9). Conversely students who intended to complete their degree were less likely to report stress. Students who had prior nursing experience were three times more likely to report an increased generalised anxiety level (OR 3.8, p-value = 0.02, 95% CI 1.2–12.2), yet they were less likely to experience personal accomplishment burnout compared to other students. Nursing students who contemplated a change of degree to a non-nursing degree were 15.7 times more likely to experience emotional exhaustion and were 3.5 times more likely to be report a risk of depersonalisation (p = 0.03, 95% CI, 1.3–11.5). Conclusion: The COVID-19 pandemic compromised nursing student well-being, and theoretical and practical learning. Findings have implications for healthcare and academic staff who teach nursing students. Implementation of student-centred evidence-based strategies to manage stress, burnout and anxiety, and to sustain a healthy student cohort is essential to retain the future nursing workforce. [ABSTRACT FROM AUTHOR]

Introduction: Student‐led clinics can provide health services to marginalised groups where service offerings are sparse or difficult to access, such as rural areas. Offering these services to children and young people can promote health and well‐being by addressing the individual challenges and the social determinants of health. There is uncertainty, however, as to whether student‐led clinics can meet Australian accreditation standards for health professionals completing degree programs. Objective: This study aims to determine the capacity for health student placements in school‐based student‐led clinics to meet accreditation standards. Design: A systematic scoping review was conducted based on Arksey and O'Malley's framework and the PRISMA‐ScR statement. Setting: Several databases were examined, including Ebsco (Academic Source and CINAHL), ProQuest (PsycINFO, ERIC) and grey literature sources along with a desktop review of accreditation standards across seven health disciplines. Two independent reviewers screened eligible studies. Findings: The search retrieved 1037 records with 65 full‐text papers assessed for eligibility. Eleven papers met the inclusion criteria. Based on the evidence, both nursing and exercise and sports science accreditation standards were best suited to student‐led clinics. Discussion: Although broad categories of work‐integrated learning activities were applied, it appears feasible to expect accreditation standards for health disciplines at an Australian university to be a good fit for health student‐led school‐based clinics. Conclusion: Increasing health student placement opportunities within student‐led clinics can improve the health and well‐being of children and young people in regional, rural and remote (RRR) areas of Australia who may otherwise have limited access to allied health services. [ABSTRACT FROM AUTHOR]

Objective. There are no guidelines to assist midwifery academics or students in determining the optimal time to return to their educational programs following pregnancy. Rather, students need to navigate balancing new motherhood with the pressures of returning to their clinical midwifery placement and completing their statutory requirements to meet the Australian Midwife Accreditation Standards before the end of their program. The aim of this study was to seek best practice information that provides guidance to academics supporting midwifery students returning to study after maternity leave. Methods. An analysis of contemporary Australian legislation, workforce guidelines, professional association statements, and university policies was undertaken to determine what guidance is available to assist midwifery academics in providing advice to midwifery students about the optimal time to return to their studies following birth. This document analysis was performed during 2021–2022 and followed Altheide and Schneider’s 12 step process divided into five stages to clarify best practice advice for midwifery academics to provide guidance to students returning to study after maternity leave. Results. Policy documents that refer to pregnancy confirm women have legal rights, and there is clear guidance on maternity leave; however, advice for midwifery students on the optimum time to return to study and clinical placements after birth is missing from the result of this document analysis search. Conclusion. Transition to motherhood during the postnatal period is an important time. Clear national guidelines are needed to provide support and recommendations regarding a safe and optimal time to return to study and placement. [ABSTRACT FROM AUTHOR]

Objective: To determine impact of undertaking an international educational program during a nurse's or midwife's pre-registration program on subsequent practice, focusing on how nurses and midwives were transformed personally through participation in such programs. Background: Participation in international educational programs has been reported to enhance nursing and midwifery students' personal and professional development, however long-term impacts remain unclear. This paper presents findings drawn from a larger grounded theory study. Study design and Methods: Charmaz's grounded theory methodology was used to elicit experiences from 13 general nurses, two mental health nurses, three midwives and four dual qualified nurse/midwives across eight different countries. Data analysis led to the creation of three categories, with this paper reporting on the category of Developing as a Person. Findings: Participation in international educational programs can be transformative for nurses and midwives with long-lasting impacts, contributing positively to their personal growth and development. Discussion: The study findings underscore significant long-term impacts of international educational programs for nurses and midwives. These outcomes highlight the importance of incorporating international experiences into healthcare education. Conclusion: By providing opportunities for healthcare professionals to engage with diverse settings and populations, organisations and educational institutions can foster the development of well-rounded and globally competent practitioners. Implications for research, policy, and practice: The study's findings hold significant implications for research, policy, and practice in healthcare education. To deepen our understandings, additional longitudinal research across diverse countries is warranted. Policymakers have an opportunity to acknowledge the positive impact of these programs on the personal growth and development of nurses and midwives, potentially leading to the integration of global competency requirements into licensure programs. In order to provide comprehensive education, educational institutions should consider the inclusion of study abroad opportunities, cultural exchanges, and global clinical placements within nursing and midwifery curricula. What is already known about the topic? • International educational programs are widely used as a way of developing nursing and midwifery students' cultural understandings. • Previous studies have reported on short-term impacts of international educational programs. What this paper adds: • Long-term impacts of participation in an international educational program on nurses and midwives are described. • Personal development and subsequent transformations occur for nurses and midwives as a result of participation in international educational programs. [ABSTRACT FROM AUTHOR]

Introduction: Specialty trainees often struggle to understand how well they are performing, and feedback is commonly seen as a solution to this problem. However, medical education tends to approach feedback as acontextual rather than located in a specialty‐specific cultural world. This study therefore compares how specialty trainees in surgery and intensive care medicine (ICM) make meaning about the quality of their performance and the role of feedback conversations in this process. Methods: We conducted a qualitative interview study in the constructivist grounded theory tradition. We interviewed 17 trainees from across Australia in 2020, eight from ICM and nine from surgery, and iterated between data collection and analytic discussions. We employed open, focused, axial and theoretical coding. Findings: There were significant divergences between specialties. Surgical trainees had more opportunity to work directly with supervisors, and there was a strong link between patient outcome and quality of care, with a focus on performance information about operative skills. ICM was a highly uncertain practice environment, where patient outcome could not be relied upon as a source of performance information; valued performance information was diffuse and included tacit emotional support. These different 'specialty feedback cultures' strongly influenced how trainees orchestrated opportunities for feedback, made meaning of their performance in their day‐to‐day patient care tasks and 'patched together' experiences and inputs into an evolving sense of overall progress. Discussion We identified two types of meaning‐making about performance: first, trainees' understanding of an immediate performance in a patient‐care task and, second, a 'patched together' sense of overall progress from incomplete performance information. This study suggests approaches to feedback should attend to both, but also take account of the cultural worlds of specialty practice, with their attendant complexities. In particular, feedback conversations could better acknowledge the variable quality of performance information and specialty specific levels of uncertainty. Does culture matter? Bearman et al. show how specialty feedback cultures impact trainee meaning making in divergent ways and suggest feedback conversations need tailoring to specific practice environments. @margaret_bea @r_ajjawi @CasDamian @charlotden @emolloy1 @chriswatling3 [ABSTRACT FROM AUTHOR]

Objective: To report self‐perceived readiness for work as a junior doctor in a national cohort of rural clinical school students. Design: Cross‐sectional study using a self‐report questionnaire. Independent variables included 14 individual readiness items related to clinical and professional tasks, sociodemographic data and reported experience of rural clinical school (RCS) training. Participants were 668 medical students (55.3% females) completing a full academic year in rural Australia. Multivariable analysis explored factors associated with overall readiness for work as a junior doctor. Findings: 86% agreed that RCS experience prepared them to undertake the roles and responsibilities of a junior doctor. Self‐ratings for specific clinical and professional tasks varied from a mean score of 5.9–8.0 out of 10, and 13 of the 14 items were associated with the outcome (p‐value <0.001, except for performing spirometry). Lowest readiness scores were seen for some aspects including raising concerns about a colleague (mean score 6.1) or responding to workplace bullying (mean score 6.0). Aspects of the RCS experience that were strongly associated with overall readiness included: feeling a valued team‐member (OR 9.28, 95%CI 2.43–35.39), feeling well‐supported academically (OR 6.64, 95%CI 3.39–13.00), having opportunity for unsupervised but supported clinical practice (OR 4.67, 95%CI 1.45–15.00), having a rural mentor (OR 3.38, 95%CI 1.89–6.06) and having a previous health professional qualification (OR 2.7, 95%CI 1.32–5.54). Discussion: Most RCS students felt ready for work as a junior doctor. Important aspects of RCS experience are likely to include students feeling integrated within the clinical team and having opportunities for authentic clinical roles. There remains a significant challenge for medical school curricula to address professional areas where graduates felt less prepared. [ABSTRACT FROM AUTHOR]

Objective: GP vocational training enrolments are declining Australia‐wide and, in the Northern Territory (NT), considered by some as '...the litmus test for the national scene' the decline is precipitous. This research investigates the drivers of declining GP training uptake in the NT and identifies and ranks potential solutions. Setting: NT, Australia. Participants: Ten senior medical students, 6 junior doctors, 11 GP registrars, 11 GP supervisors and 31 stakeholders. Design: Mixed methods: scoping review of Australian literature mapping key concepts to GP training pathway stages and marketing/communications; secondary data analyses; key informant interviews; and a stakeholder validation/prioritisation workshop. Interview data were thematically analysed. Workshop participants received summarised study findings and participated in structured discussions of potential solutions prior to nominating top five strategies in each of five categories. Results: Highly prioritised strategies included increasing prevocational training opportunities in primary care and selecting junior doctors interested in rural generalism and long‐term NT practice. Also ranked highly were: [Medical School] ensuring adequate infrastructure; [Vocational Training] offering high quality, culturally sensitive, flexible professional and personal support; [General Practice] better remunerating GPs; and [Marketing] ensuring positive aspects such as diversity of experiences and expedited GP career opportunities were promoted. Conclusion: Multifaceted strategies to increase GP training uptake are needed, which target different stages of GP training. Effective action is likely to require multiple strategies with coordinated action by different jurisdictional and national key stakeholder agencies. Foremost amongst the interventions required is the urgent need to expand primary care training opportunities in NT for prevocational doctors. [ABSTRACT FROM AUTHOR]

Introduction: Australia has a doctor shortage in rural settings, and rural placements for medical students have an important role in increasing the likelihood of students staying in rural settings throughout their careers. However, to date there is limited research regarding medical student perceptions of rural placement quality. Objective: We aimed to determine factors that impact the overall medical student experience during rural placements. Design: Cross‐sectional survey. Setting: Rural/remote clinical schools across Australia. Participants: Medical students on rural/remote clinical placements for at least 6 months. Main outcome measures: To assess factors impacting student experience on rural placements, we conducted a cross‐sectional survey, known as the Australian Rural Clinical School Support Survey (ARCSSS) which was completed online by medical students across Australia. Demographic data were collected in addition to responses regarding academic teaching, extracurricular activities, and support services. Multiple choice and Likert scale questions were utilised. Results: A total of 107 responses to our survey were analysed. The majority of participants were female (66.4%), and in their middle years of clinical education (55.1%). Overall, respondents showed high levels of satisfaction with clinical school supervisors, and clinical education. A high proportion of respondents indicated minimal accessibility of health and other support services. While a large proportion of participants indicated satisfaction with the rural placements, it was demonstrated that students were generally dissatisfied with school wellness activities and extracurricular activities. Financial insecurity was noted. Conclusion: The findings from our survey indicate there are numerous areas in which rural placements have been effective for medical students, and others in which improvement is needed. Furthermore, more research is required to better develop well‐being initiatives that are effective in improving overall experience. [ABSTRACT FROM AUTHOR]

Introduction: The emergence of COVID‐19 in 2020 led to an increase in stressors for students on rural placements, but little is known about how this impacted their mental health and well‐being. Objective: To explore self‐reported mental health, stress and well‐being concerns among allied health, nursing and medical students who completed a scheduled University Department of Rural Health (UDRH)‐faciliated rural placement in Australia between February and October 2020 (n = 1066). Design: Cross‐sectional design involving an online survey measuring mental health, stress and well‐being concerns. The survey was distributed via email by the 16 UDRHs across Australia. Findings: A total of 42.9%, 63.8% and 41.1% of survey respondents reported concerns about their mental health, levels of stress and well‐being, respectively, during the early stages of the pandemic. Multiple logistic regression models found clinical training, course progression and financial concerns were predictive of negative mental health, increased stress and reduced well‐being, while feeling connected was predictive of positive mental health, reduced stress and increased well‐being. Discussion: Universities, UDRHs and health placement sites all have a responsibility to support the mental health and well‐being of students undertaking rural placements. This support needs to encompass strategies to reduce financial stress, protect learning opportunities and increase connectedness. Ensuring adequate resourcing and support for those providing rural placement opportunities will safeguard quality rural placements during times of pandemic disruption. [ABSTRACT FROM AUTHOR]

Despite the growing number of publications focusing on eco-social work, there remains a lack of eco-social work approaches taught in social work degree programs. Social workers are often at the forefront of responding to the needs of communities post natural disasters, and it has become apparent that the natural environment is increasingly a major influence on social work practice. However, the apparent dearth of eco-social work content in social work education leaves practitioners uncertain about how they might respond to environmental issues. This study explored social work students' perceptions of eco-social work, the extent to which they felt prepared to respond to environmental issues, their desire to learn more about eco-social work, and where they felt those lessons might fit within their degree. This research contributes to a growing body of literature by arguing that to adequately prepare social workers to practice in a world increasingly impacted by environmental changes, eco-social work must be embedded in the coursework of Australian social work degrees. IMPLICATIONS Social work students understand environmental issues as a key factor influencing the individuals and communities they work with. For social workers to address environmental injustice, they need to learn about eco-social work practice approaches. Social work educators need to include eco-social work approaches in their curricula. [ABSTRACT FROM AUTHOR]

This unique study investigated the educational and service delivery impacts of a team-based, innovative model of interprofessional education (IPE) namely the Rural Interprofessional Education and Supervision (RIPES) model on participating students, clinical educators, and their workplaces, in rural Australian healthcare settings. Participating professions included dietetics, occupational therapy, physiotherapy, and speech pathology. Outcomes from the RIPES model were compared with regular uni-professional placement models. A multi-site, pre-post, comparative design was used. The main data collection measures included were the Students Perceptions of Interprofessional Clinical Education – Revised scale, the Interprofessional Socialization and Valuing Scale, and time-usage data. The RIPES model resulted in significant improvement in students' beliefs, behaviors, and attitudes that underpin interprofessional socialization and collaborative practice in healthcare settings. Importantly, students were able to benefit from the RIPES learning activities without compromising their contact time with patients. Clinical educators spent significantly more time in non-patient contact activities than the uni-professional group. This important work was undertaken in response to previous calls to address a gap in IPE models in rural areas. It involved students from multiple professions and universities, measured impacts on multiple stakeholders, and followed international best practice interprofessional education research recommendations. [ABSTRACT FROM AUTHOR]

There is significant research on the motivations and migration experiences of South Asian international students in Australia and the United Kingdom (UK); however, the employability journeys of this group are not well understood. This article addresses this gap, illuminating the specific employability challenges experienced and perceived by South Asian postgraduate international students enrolled in Australia and the UK. Drawing on qualitative research comprising semi-structured interviews with 30 South Asian postgraduate international students studying at a university in Australia and in the UK, the findings highlight significant barriers to employability along four key axes: time pressures from study and adjustment issues (micro); lack of internship opportunities offered at the universities (meso); lack of culturally tailored university career services (meso) and perceptions of employers' as well as Government policy implications (macro). Acknowledging and understanding these findings are important for universities to support South Asian international student employability experiences and graduate outcomes to remain competitive in the global job market. The findings suggest recommendations to enhance the employability of South Asian students in the UK and Australia. [ABSTRACT FROM AUTHOR]

Objectives: The importance of engaging junior doctors in quality improvement (QI) initiatives is well recognised. Junior doctors bring fresh perspectives and engage closely with patients, consumers, families and the healthcare team. They are well positioned to recognise inefficiencies in the system that may compromise safe, timely and effective care. To promote QI participation by our junior doctors our organisation created a specific role; the Improvement House Medical Officer (IHMO). The objective of this study is to describe and evaluate the IHMO rotation at the Royal Melbourne Hospital, a large tertiary hospital in Australia. Methods: A mixed-methods study was performed that involved a survey of previous IHMOs since 2011, including a review of the major QI projects undertaken by IHMOs. Results: Twenty-seven out of 40 IHMOs completed the survey. Doctors were attracted to the rotation to make an impact on the working conditions of junior doctors (selected by 20 respondents, 74%) and improve the quality of health care experienced by patients (18, 67%). Most respondents strongly agreed or agreed (22, 82%) that they used the skills gained in the rotation in their ongoing work. More than 40 QI projects have been led or co-led by IHMOs since 2011. Challenges of the role included the short timeframe of the rotation and the perceived slow pace of institutional change. Respondents found engaging other junior doctors with QI and understanding the hospital's organisational structure to be barriers. Conclusions: The full engagement of junior doctors in QI upholds a healthcare culture that celebrates innovation and promotes patient safety. The IHMO rotation offers an immersive, experiential and impactful way to do so. What is known about the topic? The importance of engaging junior doctors in quality improvement initiatives is well recognised. What does this paper add? Introduces and evaluates the Improvement House Medical Officer position at a large tertiary hospital. What are the implications for practitioners? Other health services may be inspired to implement quality improvement programs for the benefit of their health service, patients and junior doctors. [ABSTRACT FROM AUTHOR]

Background: The self‐perceived preparedness of medical students to transition into practising junior doctors has implications for patient safety, graduate well‐being and development of professional identity. Aims: To examine the impact of changes to final‐year education and placements and determine key elements that contribute to self‐perceived preparedness for transition to work. Methods: An online survey among final‐year medical students at one Australian medical school in 2020 (the cohort most affected by the coronarvirus disease 2019 [COVID‐19] pandemic), exploring overall self‐perceived preparedness and specific competencies, including questions in previous Australian Medical Council/Medical Board of Australia annual national surveys. Quantitative and qualitative content analyses were performed. Results: Thirty‐three percent of eligible participants completed the survey. There was a significant decline in overall self‐perceived preparedness among participants (mean preparedness, 3.55 ± 0.88) compared with 2019 graduates from the same medical school (mean preparedness, 4.28 ± 0.64, P < 0.001) and the national average (mean preparedness, 3.81 ± 0.93, P = 0.04). There was a decline in self‐perceived preparedness for all specific competencies, with complex competencies more greatly affected. Qualitative content analysis of free text responses identified limitations of an online compared with a face‐to‐face formal education program and specific aspects of placements, which contribute to perceived preparedness. Conclusion: The current study highlights key aspects of clinical placements and formal teaching programs that contribute to perceptions of preparedness for transition to clinical practice. Relevant experiential learning in the clinical setting, opportunities for deliberate practice of necessary skills (in simulation and the clinical setting) and reflective opportunities from formal teaching programs contribute to perceived preparedness and are important elements to be included in the final phase of any medical program. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the contribution of the Adelaide Rural Clinical School (ARCS) longitudinal integrated clerkship to the rural medical workforce. Methods: Design: Retrospective cohort study. Setting: Practice location data were sourced from the Australian Health Practitioner Regulation Agency (AHPRA, January 2021) and matched using university records. Participants: University of Adelaide medical school alumni graduating between 2004 and 2019 (ARCS alumni who completed a full year of rural training [n = 423], metropolitan‐trained peers [n = 1655]). Main outcome measures: The proportions of medical graduates working in a rural location (Modified Monash Model [MMM3‐7] or Australian Statistical Geography Standard [ASGS‐RA2‐5] classifications). Logistic regression was used to examine the association between ARCS training and working rurally, and the influence of rural background and sociodemographic factors. Results: Working in a rural location was almost three times more frequent among ARCS alumni than their metropolitan‐trained peers, using the MMM3‐7 (14.7% vs. 5.3%) classification; for ASGS‐RA2‐5 classification (21.3% vs. 8.9%). In adjusted analysis, working rurally (MMM3‐7) was associated with having a rural/remote residence on enrolment (OR 8.29, 95% CI 4.22–16.26) and was 3.1 times more likely for ARCS alumni (OR 3.06, 95% CI 2.06–4.53) than their peers. The magnitude of the effects of ARCS training on whether they are working rurally was similar among those with metropolitan or rural background (p‐value for interaction 0.873). Similar associations were observed using ASGS‐RA2‐5 classifications. Conclusions: Extended rural placements through the Adelaide Rural Clinical School increased the rural medical workforce, with a similar impact among those with a rural or metropolitan background. [ABSTRACT FROM AUTHOR]

Objective: Expansion of opportunities for ophthalmology training beyond the 'big smoke' is anticipated to support the future distribution of ophthalmologists in regional, rural and remote areas of Australia. However, little is known about what enables supervision outside of metropolitan tertiary hospital settings that would contribute to positive training experiences for specialist medical trainees and encourage them to leave the 'big smoke' once qualified. The aim of this study was therefore to explore the perceived enablers of ophthalmology trainee supervision in regional, rural and remote health settings across Australia. Setting: Australia. Participants: Ophthalmologists working in regional, rural or remote health settings with experience and/or interest in supervising ophthalmology trainees (n = 16). Design: Qualitative design involving semistructured interviews. Results: Seven key enablers of ophthalmology trainee supervision in regional, rural and remote health settings were identified: adequate physical infrastructure, resources and funding to host a trainee; availability of online curriculum and teaching resources so as to ensure equity of training opportunities; pre‐established training posts, driven by supervision 'champions'; a critical mass of ophthalmologists to help share the supervisory load; relationships and support between training posts, the training network and the Specialist Medical College; alignment of trainee competence and attitude with the needs of the training setting; and the recognition of reciprocal benefits for supervisors through supporting trainees, including workforce support and renewal. Conclusion: With training experiences beyond the 'big smoke' anticipated to influence future ophthalmology workforce distribution, implementation of enablers of trainee supervision should occur in regional, rural and remote health settings wherever possible. [ABSTRACT FROM AUTHOR]

Objective: To examine the principal place of practice after graduation of students who participated in the Rural Health Multidisciplinary Training (RHMT) program and allied health students' place of origin. Design: Cross‐sectional study. Participants: Graduates who completed their degree in podiatry, occupational therapy and physiotherapy in 2019. Main Outcome Measures: Principal place of practice at first and third years after graduation. Results: In 2020, 40 allied health professionals (AHPs) who graduated from the University of South Australia in 2019 were practising in rural areas but only 26 of them remained in the rural practice in 2022. The retention rate for rural practice was 65% within 2 years. However, in 2022, 25 allied health professionals left their metropolitan employment location and transitioned to rural practice. Of the 25 allied health graduates who joined the rural practice in 2022, most of them (80%, 20/25) had either rural exposure through the RMHT program or were from rural origin. Conclusions: Rural exposure via the RHMT program and allied health students' rural place of origin have an important role for rural principal place of practice at first and third years after graduation. [ABSTRACT FROM AUTHOR]

Objective: To explore health student perspectives of rural and remote placements during the early stages of the COVID‐19 pandemic. Setting: Australia. Participants: Allied health, nursing and medical students with a planned rural or remote placement between February and October 2020. Design Semi‐structured interviews (n = 29) with data thematically analysed. Results: Five main themes emerged from student experiences: (1) 'Do we go? Don't we go? Like how much risk is involved?' related to student concerns regarding acquiring and transmitting COVID‐19 on placement; (2) 'We are sort of just standing at the door trying to watch' encompassed student perceptions of missed clinical learning opportunities in response to health and safety measures related to COVID‐19; (3) 'I, as a student, sort of fell under the radar' related to student perceptions of suboptimal supervision; (4) 'It was a bit more difficult to engage with that wider community' recognised student feelings of social disconnection and their lack of opportunity for community immersion; and (5) 'We felt like we got something that is more than we expected' emerged from student reflections on training during the pandemic and alternative placements (virtual, simulated and non‐clinical) that exceeded expectations for learning. Conclusions: Although most students were willing and able to undertake their rural or remote placement in some form during the early stages of the pandemic and identified unanticipated learning benefits, students recognised lost opportunities to build clinical skills, become culturally aware and connect with rural communities. It remains unknown how these rural and remote placement experiences will impact rural intention and in turn, rural workforce development. [ABSTRACT FROM AUTHOR]

Background: The transition to consultant practice represents an important transition from the role of trainee to trainer. We used the theoretical framework of Threshold Concepts to better understand this transition by analysing data from a broader qualitative study examining the experience of early career Certified Gynaecological Oncologists (CGOs) in Australia and New Zealand. Materials and methods: Semi‐structured interviews were conducted with CGOs of <5 years consultant experience. Transcripts were analysed using reflexive thematic analysis, sensitised by the theoretical framework of Threshold Concepts. Results: Seven early career CGOs were interviewed. Analysis resulted in the construction of five main themes related to the trainer role, each demonstrating characteristics of Threshold Concepts: 'Part of becoming and being a consultant'; 'Managing complex work environments and training responsibilities'; 'Optimising near peer relationships'; 'Recency informing evolution of training'; and "'Being responsible and letting go...' – the next transition." Discussion: The themes offer insights into the areas of the transition to trainer that are troublesome, the impact of negotiating these challenges on professional identity formation, and the strategies used by CGOs to negotiate them. Using the lens of Threshold Concepts, these experiences can be normalised, and supported through efforts to facilitate the development of skills in reflection, feedback, coaching and mentorship. [ABSTRACT FROM AUTHOR]

Background: Graduate entry nursing programmes provide students with an accelerated pathway to becoming a registered nurse. Motivations for study, together with commonly shared characteristics of students enrolling in such programmes is becoming well documented, however, their experiences of studying for a professional qualification in this manner is less understood. As a means of maintaining the relevance of these fast-tracked programmes in the future, an understanding of graduate entry nursing students' experiences of academic teaching and clinical placements is imperative. Objective: To explore the academic and clinical experiences of students enrolled in the first year of graduate entry nursing programmes in New Zealand and Australia. Methods: A qualitative case study approach was taken. Here we report the experiences of nine students enrolled in their first year of a two-year graduate entry nursing programme during 2020. Semi-structured interviews were used for data collection and analysed using Braun and Clarke's thematic analysis. Findings: Three overarching themes were developed—affirmation, reflections on expectations and clinical experiences. Conclusion: This study highlights the experiences of first year graduate entry nursing students, with many experiencing affirmation that their altruistic career visions came to fruition. The findings indicate that these graduate-entry nursing students interviewed for this study tended to be flexible and adaptable in their approach to study as a means of meeting the challenges of the programme, all of which are key characteristics for a registered nurse; with personal growth and the development of the self, providing preparation for their second year of study. [ABSTRACT FROM AUTHOR]

Effective interprofessional collaborative practice (IPCP) requires a new way of working characterized by distributed leadership skills, shared decision-making, and the adoption of uniprofessional and interprofessional identities. Health professional educators are tasked with preparing clinicians for IPCP through interprofessional education (IPE). Numerous IPE teaching interventions have been developed, ranging in length from hours to semesters, designed to introduce students to interprofessional ways of working – usually evaluated in terms of student satisfaction, perceptions of other disciplines and conceptual knowledge. However, working interprofessionally also requires integrating dispositional knowledge into one's emerging interprofessional habits and values. In this paper, we describe a learning activity, inspired by a new video-reflexive methodology, designed to foster dispositional learning of interprofessional skills using a video-based assessment tool: the Video Observation Tool for Interprofessional Skills (VOTIS). Based on focus group and interview data, we suggest the activity's usefulness in fostering conceptual, procedural and dispositional knowledge, as well as reflexive feedback literacy. Overall, our qualitative evaluation of the VOTIS suggests the merits of drawing on video-reflexive methodology and pedagogical theory to re-imagine IPE as a dynamic process, requiring the development of interprofessional skills that must be appropriated into students' emerging (inter)professional identities. [ABSTRACT FROM AUTHOR]

To evaluate Australian early-career general practitioners' perceptions of the utility of their prior vocational training in preparing them for independent specialist practice. We hypothesised that in-practice teaching would be perceived as more useful than formal education delivered by Regional Training Organisations (RTOs). A cross-sectional questionnaire-based study of early-career general practitioners (RTO 'alumni'). The outcomes were Likert scale ratings of alumni's perceived impact of RTO education versus in-practice training on their preparedness for independent practice. Ratings were compared using Wilcoxon signed-rank tests. Multivariable linear regression was used to establish alumni characteristics associated with perceptions of utility of in-practice versus RTO-delivered education. Three hundred and fifty-four alumni responded (response rate 28%). In-practice training was rated statistically significantly higher than RTO education for minor procedural skills, teaching skills, professional responsibilities, tolerating clinical uncertainty, and preparing for managing child and adolescent health, aged care, chronic disease, multi-morbidity and mental health. RTO education rated higher than in-practice training for practising evidence-based medicine and Aboriginal and Torres Strait Islander health. For a number of further areas, there was no statistically significant difference in alumni ratings of utility. In-practice or RTO-led teaching was perceived as more useful for some components of independent practice, whilst for others there was no significant difference. The findings support recognition of the individual educational components of a blended education/training structure. [ABSTRACT FROM AUTHOR]

Introduction. The Kawa Model is a conceptual occupational therapy model of practice that uses the metaphor of a river as a medium to support the exploration of self, life events, and environment. In this study, the Kawa Model was used by occupational therapy students during a practice placement in a remote community setting as a tool to support learning, build self-awareness, and promote reflection on personal and professional development. Method. The study used an exploratory qualitative research design. Six student participants were purposively recruited and orientated to the use of the Kawa Model at the beginning and throughout their remote community practice placement. Semistructured interviews were used to collect data which were analysed thematically using interpretative phenomenological analysis (IPA). Findings. Analysis of the student transcripts revealed three overarching themes: self-awareness, the development of personal and professional skills, and working with metaphor. All students identified the model as a reflective tool that enhanced their understanding of their student selves in a remote setting. The students described the growth of various professional skills including communication, goal planning, and confidence. Whilst initially students found the metaphor challenging to fathom, throughout their placement, they found it impactful for comprehending their development of self. Conclusion. This study revealed that the students' self-awareness and personal and professional development were influenced by their engagement with and application of the Kawa Model. Repeated engagement with the Kawa Model enhanced the students' journey of personal and professional skill development. [ABSTRACT FROM AUTHOR]

Aim: The aim of this scoping review is to synthesise current evidence around the clinical skill development of preregistration registered nurses (RNs) in Australia, United Kingdom (UK), Ireland, United States (US), Canada and New Zealand, to inform nurse education, policy and clinical practice. Background: Nursing is a practical profession, and registered nurses require specific skills, knowledge and attributes in order to care for patients safely. The context for health care delivery is shifting, and the education of nurses must adapt to effectively equip the registered nurse of the future. Design: A scoping review was conducted of clinical skill development in preregistration nurses. CINAHL Plus, MEDLINE, Health Source (Nursing/Academic edition) and Scopus were searched. Included studies were primary Australian studies and international literature reviews, which focussed on preregistration nursing education. Papers were written in the English language and focussed on clinical skill development. Results were synthesised narratively. The review is reported here in accordance with the Preferred Reporting Items for Systematic Review and Meta‐analyses Scoping Review extension (PRISMA‐ScR) guidelines. Results: One hundred fifty‐five Australia studies and 89 international reviews were included in the review. Six key themes were identified, namely clinical skills, approaches to teaching and learning, interprofessional education, assessment of learning, clinical placement and simulation. Conclusion: There is substantial variation in strategies and programmes to facilitate clinical skill development both within Australia and internationally, indicating a genuine shift away from traditional didactic pedagogy. New graduate registered nurses were expected to be "work‐ready," albeit at a novice level, when they enter the workplace. Future research should consider measures of impact on actual clinical practice and focus on developing work‐ready graduates for the range of clinical settings in which they may practice. Educators, policymakers and educational institutions can use these findings to inform curriculum developments to ensure that clinical skill development is evidence‐based. [ABSTRACT FROM AUTHOR]

Aim: To describe the strength of a cross‐sector and multi‐university collaboration in co‐designing an extended nursing placement innovation in rural and remote Australia. Context: Registered nurses are Australia's largest health workforce. Short‐duration placements can limit nursing student exposure to rural and remote practice, impacting student capacity to tailor and contextualise their practice, navigate complex inequities, establish a sense of belonging and consider rural practice post‐registration. Extended nursing placements have been recommended to address these challenges, but there are no guidelines governing their development and limited resources to support implementation. Approach: Methods adopted in program development included the following: (1) collaboration establishment; (2) co‐defining challenges confronting nurse education in these contexts; (3) co‐developing guiding principles; (4) co‐designing a new approach to nurse education, the Extended Nursing Placement Program (ENPP); and (5) the co‐contribution of stakeholders to program design, implementation and evaluation. Regional stakeholders include a NSW and Victorian Local Health District/Service, three Aboriginal health services and the Royal Flying Doctor Service of Australia. University participants include two metropolitan universities, a University Department of Rural Health and final‐year Bachelor of Nursing students. Program implementation in Semester 1 of 2022 with seven final‐year nursing students. Conclusion: The authors propose that the adoption of collaborative approaches can contribute to re‐framing student nurse education and the development of a rural‐ready nursing workforce. These approaches can provide regions and universities with the opportunity to avoid student churn whilst promoting the attainment of skills required to work, live and thrive in these locations. [ABSTRACT FROM AUTHOR]

This paper explores the decision-making processes involved in giving physiotherapy students responsibility on clinical placement and the impact on their developing professional autonomy. The qualitative study, using semi-structured interviews, involved physiotherapy students and clinical educators (CEs) from two higher education institutions, one in Australia, and the other in the United Kingdom (UK). Findings led to the development of a heuristic framework of 'graduated supervision,' a process of progressively less direct observation and monitoring of students as clinical proficiency improved. By focusing on the measured exposure of students to increasing complexity and inverse levels of supervision, the framework captures tacit practices, and consistent, yet varied facilitation strategies adopted across specialties, and evident in clinical education settings in both countries. The framework formalizes, for the first time, assumptions and expectations previously unacknowledged. Factors identified as affecting students' progress toward autonomy include the student/CE relationship, the development of mutual trust through ongoing dialogue, and the importance of formal discussions at the commencement of a clinical placement to establish learning goals, preferred supervision styles and learner responsibilities. Insights have significance for the CE community, and students who at times have to second-guess what is required of them and how they might excel on clinical placement. [ABSTRACT FROM AUTHOR]

There is strong endorsement of competency-based frameworks for practitioner training and widespread use of group supervision in practitioner training. However, there has been little effort made to understand the components and anatomy of group supervision, or efforts made to evaluate its efficacy. The current study investigates the nature and extent to which abilities and skills within individual and group supervision are similar or distinct from each other. A total of 98 supervisees, across 21 groups, evaluated individual and group supervisor competence of their supervisors (N = 11) using the Supervision Evaluation and Supervisor Competence Scale. Hierarchical cluster analysis revealed that group supervision emerged as a distinct and independent cluster to individual supervision competencies. Additionally, supervisors were rated higher on individual than group supervision competencies. Group supervision should be considered a distinct competency requiring specific skills and therefore would likely benefit from specialised training to deliver competent group supervision. These preliminary results have implications for supervisor training, as well as clinical training programs in Australia and abroad who use group supervision as a form of clinical training. What is already known about this topic: Competency-based supervisory approaches are supported by regulatory authorities. The evaluation of competent group supervision has received inadequate research attention. There are no available measures of group supervision to evaluate supervisor competence. What this paper adds: First experimental exploration that establishes group supervision as a distinct competency in clinical supervision. Compared to individual supervision, supervisors were rated lower on group supervision competence and may require specialised training. A scale is included in the appendix for evaluation of both individual and group supervision competencies. [ABSTRACT FROM AUTHOR]

Introduction: Collaborating with consumers in designing, delivering, and evaluating curricula is an ongoing initiative within occupational therapy tertiary courses in Australia. Within the Australian educational context, consumers are involved in on‐campus educational activities. Student occupational therapists must complete 1000 hours of practice placements as part of their education. To date, no research has explored how consumers could contribute to student occupational therapists' learning during practice placements. This study aimed to explore Australian occupational therapists' perceptions of consumers providing feedback to students during practice placements. Methods: A qualitative descriptive approach was adopted to engage with the diversity of practice contexts and gain a rich dataset from the occupational therapy profession. A qualitative questionnaire was developed and distributed using snowballing techniques. The questionnaire asked recipients to reflect on the risks, challenges, and benefits of consumers providing feedback to student occupational therapists from all stakeholders' perspectives. Demographic data were collated, and reflexive thematic analysis was used to construct themes. Findings: Responses were received from 81 participants. Most respondents identified as experienced occupational therapists from metropolitan locations across Australia. Reflective thematic analysis was used to construct three themes: Personal capability of consumers and students will enable, inhibit, and be developed by engaging in a feedback process; an educator‐controlled process to ensure safety for all stakeholders is required for time‐poor practice contexts; and us versus them: Shifting control to consumers can disempower practice educators. Conclusion: Engaging with consumers throughout all aspects of student occupational therapists' educational programme is required, including practice placements. New educational initiatives need to consider all stakeholders' concerns to ensure that authentic contribution from consumers is made within the various practice contexts. A co‐design approach that involves all stakeholders to develop a feedback process may result in high‐quality learning experiences that assist students to become safer, consumer‐centred health professionals. [ABSTRACT FROM AUTHOR]

Social work field education is facing unprecedented challenges (e.g., increasing student numbers and limited availability of complex scenario placements due to the COVID pandemic). Students need skills in complex scenarios, but exposure to these situations are limited in available placements. This article explored the literature on using simulation in Australian social work education and addressed the challenges and opportunities surrounding this emerging technology. The results revealed a significant gap in the literature on simulation in social work education, which supports the need for exploring and testing authentic simulation-based learning. Effective methods to assess and support students' practice competencies are critical for ethical and effective pedagogies. IMPLICATIONS Social work students often embark upon placement without an opportunity to develop skills in an authentic scenario, resulting in the potential risk of students being inadequately prepared. The social work profession must prepare for a new COVID reality where face-to-face field practicums with clients may not be possible. Research has shown that social work students are often not provided with the opportunity to engage in complex direct practice situations. [ABSTRACT FROM AUTHOR]

The United Nations' Sustainable Development Goals (SDGs) provide a blueprint to address urgent global challenges, with a clear role for social workers. This paper explores a Sustainable Development Goal's focused student placement at the Australian Association of Social Workers, with RMIT University. Students reviewed the AASW's policy actions and their contribution to the SDGs, including recommendations for future work. The review identified advocacy in key areas, and the need for action on several issues, including climate action. Students learned about social work policy, practice, and sustainability. The placement itself provides a model for other organisations to align their actions to the SDGs. IMPLICATIONS There is a need for greater social work engagement with the United Nations' SDGs to address urgent social and environmental challenges. Field education placements can provide an important opportunity for students to learn about sustainability, social work policy practice, and the SDGs. The placement model proposed in the article is suitable for any organisation that seeks to review their actions and better align their work to the SDGs. [ABSTRACT FROM AUTHOR]

Objective: The aims of this study are to assess nursing student satisfaction with their Northern Territory clinical placement; describe the characteristics of these students; and examine the relationship between student placements and future rural/remote work intentions. Background: Positive clinical placement experiences in a rural or remote setting can encourage student nurses to consider working in rural and remote locations after graduation. Study design and methods: The study is a cross-sectional survey of nursing students, and a review of placement data. Participants were studying a pre-registration Bachelor of Nursing course from a variety of Australian universities who undertook a clinical placement of usually four or more weeks in the Northern Territory from 2017-2019. The main outcome measures are overall satisfaction with their placement, and consideration of living and working in a rural or remote location after graduating. Logistic regression analyses examined the relationship between student placements and future rural or remote work intentions. Results: One hundred and sixty three undergraduate nursing students responded to the online survey. The majority (70%) of placements were undertaken in remote or very remote (18%) locations. Satisfaction with the placement was very high (94%), and 88% agreed/strongly agreed that the placement had encouraged them to consider working in a rural or remote setting. Satisfaction with educational resources and prior interest in working remotely were associated with overall placement satisfaction (p<0.10). Overall satisfaction with the placement and prior consideration of working regionally, rurally, or remotely were significantly associated with feeling encouraged to consider working rurally or remotely (p<0.05). Conclusion: This study supported the logical pathway of providing a satisfying clinical nursing placement in the Northern Territory to contribute to a higher likelihood of the student considering working in a remote or rural setting after graduation. Providing satisfying remote clinical placements is a strategy for growing a nursing workforce for remote and rural settings. [ABSTRACT FROM AUTHOR]

Objective: To present and discuss options for upskilling registered nurse supervisors to ultimately improve the quality and consistency of nursing student placements. Background: Many studies have examined clinical learning in nursing, with evidence that student learning and registered nurse clinical supervision experiences can be improved. An independent review of nursing education in Australia confirmed gaps in the preparation and support of supervising registered nurses that may negatively impact students' learning. Study design and methods: This paper discusses contemporary insights around 1) the current situation in Australian nursing student clinical placements regarding learning, 2) registered nurse clinical supervisor experiences and 3) professional options for recognising role excellence, offered by Australian and international nursing and healthcare specialities. Discussion: Nursing students' placement experiences are at times sub-optimal. One way to improve learning experiences could be to offer clinical supervisors professional development programs. Now is the time to consider a certification process to recognise excellence in registered nurses' education capabilities and to better support students' clinical learning. Conclusion: Upskilling registered nurses for clinical supervision may be assisted through formal and informal education programs specific to the professional nursing context in Australia. Implications for research policy and practice: Upskilling registered nurse clinical supervisors should be a priority on the national agenda of improving students' clinical learning experiences. This commentary provides contemporary insights to the current situation regarding Australian students' clinical placement and supervisor experiences. The ways that some nursing specialities recognise excellence in practice are discussed as options for improving clinical supervision. What is already known about the topic * Nursing students' clinical placements need improvement; students continue to report less than optimal experiences. * There are no requirements in Australia for registered nurse clinical supervisors to undertake assessment of capability for the role. * National and international processes exist to recognise supervisor capabilities and role excellence. What this paper adds * Options for recognising capability and practice excellence in nursing clinical supervision. * A discussion around clinical supervisors engaging with formal and informal education and processes that recognise excellence in role capabilities. [ABSTRACT FROM AUTHOR]

Objective The purpose of this study was to determine the relationships between noncognitive traits (grit, resilience, and mindset-type), academic success, and clinical performance in physical therapist students. Methods This cross-sectional study using self-administered surveys was undertaken with final-year physical therapist students enrolled in 4 Australian universities. Participants completed validated questionnaires measuring grit, resilience, and mindset type. Academic transcripts were obtained to quantify academic success and clinical performance. A multiple regression analysis explored predictors of academic success and clinical performance in relation to sociodemographic factors, grit, resilience, and mindset type. Results A total of 266 students participated in the study (80% recruitment rate). Overall, 25% of students had low resilience, 20% had low grit, and 14% had a fixed mindset type. Grittiness was positively associated with academic success (r  = 0.24) and clinical performance (r  = 0.22) and negatively associated with failing a clinical placement (r  = ‐0.20). Grit was an independent predictor of overall academic success (β = 0.24, P ≤.01) and clinical performance (β = 0.15). Students with low grit were twice as likely to fail a clinical placement compared with students with moderate or high grit (risk ratio = 2.03, 95% CI = 1.06 to 3.89). Conclusion Grit was an independent predictor for overall academic success and clinical performance in final-year physical therapist students. Low grit may impact negatively on learning and students' ability to cope with challenges associated with university studies and clinical education. Further studies should investigate interventions that best develop grit in health professional students and the overlapping nature of grit, resilience, and a growth mindset. Impact This study helps universities and educators understand noncognitive factors predicting academic success and clinical performance in physical therapist students. Universities and clinical educators may consider screening and providing proactive strategies for students with low grit to improve success and general wellbeing. [ABSTRACT FROM AUTHOR]

Purpose: Radiation oncologists need to have more than sound clinical and technical competencies. To optimize care for patients and advance all aspects of radiation oncology (RO), radiation oncologists must also be effective leaders. Embedding systematic leadership education into RO training programs is challenging. This study examined RO residents' perspectives and preferences relating to leadership education. Such data inform the integration of universal leadership learning into RO training in Australia and New Zealand and identify priority areas to facilitate successful leadership development initiatives in RO training programs worldwide.Methods and Materials: Semistructured telephone interviews were conducted with 13 RO residents across 8 Australian training departments and all stages of training. Data from transcriptions of taped interviews were coded by at least 2 researchers and collected to saturation. Qualitative thematic analysis was conducted using an iterative inductive process to develop codes into themes and subthemes. Representative quotes were collated to illustrate subthemes.Results: Four key themes related to leadership education were identified and labeled as follows: (1) recognition, credibility, and value of education; (2) logistics of formal learning; (3) real-world opportunities ("seeing and doing"); and (4) one size does not fit all. Residents unanimously reported that formal leadership education was important and that aspects of becoming a good leader could be learned. Organizational and cultural factors emerged as either barriers or facilitators to learning. There was strong support for interactive methods of learning, and role-modeling by senior colleagues was identified as having a major effect on junior learners.Conclusions: This study offers insight into RO residents' perspectives of and preferences for their own leadership development. The findings have practical implications for the design of effective RO leadership programs and bring the RO field one step closer to the ultimate goal of enhancing leadership capability for all RO professionals. [ABSTRACT FROM AUTHOR]

Introduction: As the coronavirus pandemic unfolded during 2020, widespread financial uncertainty emerged amongst university students across the globe. What is not yet clear is how Australian health students were financially impacted during the initial stages of the pandemic and whether this influenced their ability to undertake planned rural or remote placements. Objective: To examine (a) financial concern amongst health students during COVID‐19, (b) the financial implications of changes to planned rural or remote placements and (c) the impact of these factors on students' ability to undertake placements during the pandemic. Design: Mixed‐methods design involving an online survey (n = 1210) and semi‐structured interviews (n = 29). Nursing, medical and allied health students with a planned University Department of Rural Health‐facilitated rural or remote placement between February and October 2020 were invited to participate. Findings: 54.6% of surveyed students reported financial concern during COVID‐19. Financial concern correlated with both changes in financial position and employment, with 36.6% of students reporting a reduction in income and 43.1% of students reporting a reduction in, or cessation of regular employment. Placement changes yielded a range of financial implications. Cancelled placements saved some students travel and accommodation costs, but left others out of pocket if these expenses were prepaid. Placements that went ahead often incurred increased accommodation costs due to limited availability. Financial concern and/or financial implications of placement changes ultimately prevented some students from undertaking their rural or remote placement as planned. Discussion: Many nursing, allied health and medical students expressed financial concern during COVID‐19, associated with a loss of regular employment and income. Placement changes also presented unforeseen financial burden for students. These factors ultimately prevented some students from undertaking their planned rural or remote placement. Conclusion: Universities need to consider how best to align financially burdensome placements with the personal circumstances of students during periods of economic uncertainty. [ABSTRACT FROM AUTHOR]

Objective: To investigate students' perceptions of the impact of coronavirus SARS‐CoV‐2 on rural and remote placements facilitated by 16 University Departments of Rural Health in Australia in 2020. Design: A mixed‐method design comprising an online survey and semi‐structured interviews. Setting: Australia. Participants: Allied health, nursing and medical students with a planned University Departments of Rural Health‐facilitated rural or remote placement between February and October 2020. Intervention: A planned rural or remote placement in 2020 facilitated by a University Departments of Rural Health, regardless of placement outcome. Main outcome measures: Questionnaire included placement outcome (completed or not), discipline of study (nursing, allied health, medicine), and Likert measures of impact to placement (including supervision, placement tasks, location, accommodation, client contact and student learning) and placement experience (overall, support, supervision, university support). Semi‐structured interviews asked about placement planning, outcome, decisions, experience and student perceptions. Results: While coronavirus SARS‐CoV‐2 reportedly impacted on the majority of planned placements, most students (80%) were able to complete their University Departments of Rural Health‐facilitated placement in some form and were satisfied with their placement experience. Common placement changes included changes to tasks, setting, supervisors and location. Allied health students were significantly more likely to indicate that their placement had been impacted and also felt more supported by supervisors and universities than nursing students. Interview participants expressed concerns regarding the potential impact of cancelled and adapted placements on graduation and future employment. Conclusions: The coronavirus SARS‐CoV‐2 pandemic was reported to impact the majority of University Departments of Rural Health‐facilitated rural and remote placements in 2020. Fortunately, most students were able to continue to undertake a rural or remote placement in some form and were largely satisfied with their placement experience. Students were concerned about their lack of clinical learning and graduating on time with adequate clinical competence. [ABSTRACT FROM AUTHOR]

Arts-based learning in the context of clinical placement is rarely discussed in the literature, yet storytelling is potentially a valuable tool for students to reflect on the multi-dimensional experience. Clandinin and Connolly's approach to narrative inquiry provided the methodology to explore students' experiences of storytelling as a learning strategy. Narrative inquiry is a relationship-based methodology, used to study the nature of people's experience. The approach is like that of clinical facilitators who work collaboratively with students to understand and provide mentorship through placement experiences. Creative writing and storytelling sessions with students were conducted throughout placement. Data included creative writing, oral stories, and researcher journal entries, collected over six placement blocks with 26 nursing students. Analysis identified that students engaged enthusiastically with storytelling; stories highlighted moments of student-patient interactions; the value of a positive clinical facilitator-student relationship; the complexity of registered nurse-student relationships; and students from cultural and linguistic diverse backgrounds experienced feelings of isolation from staff. The simple tools of pen and paper were a powerful medium for students to reflect on their interactions with patients. Facilitating the process of storytelling provided the researcher with insight into intrinsic and extrinsic obstacles and opportunities which may impact students' engagement with patients. [ABSTRACT FROM AUTHOR]

Aim: To explore undergraduate nursing and midwifery student perspectives of using digital patient systems on clinical placements. Design: This was an interpretative qualitative design study. Methods: Undergraduate nursing and midwifery students in a large Australian metropolitan university were invited to participate in two focus groups from April to June 2019. Twenty (20) students participated and data on their perspective of using digital systems on placement were collected. Thematic analysis using NVivo 12 software was undertaken. Findings: Students identified benefits and challenges when moving between paper records and digital systems. Whilst paper reporting was more efficient for some processes, the students recognised the advantages of digital technology, such as enabling greater confidentiality and consolidation of patient data in one place. However, they also reported difficulty with student access and the size of the portal digital workstation at the bedside. Generally, the lack of preparation and access was considered frustrating and mitigated some of the benefits described when using digital systems. Conclusions: Nursing and midwifery students prefer to be prepared for both paper and digital record keeping. Whilst students identify the benefits of digital platforms, not having direct access mitigates the benefits of these systems. Students identified the use of simulation and interactive modules prior to commencement of clinical practice to enable them to feel more confident with using the systems in patient care. Impact: Health care students require direct access to digital health platforms whilst on clinical placement to facilitate their learning. Higher Education Institutions (HEIs) are in a unique position to work with health care providers to better prepare health care professionals, including nurses and midwives, to work with digital health care systems. Further research is needed to develop the educational preparation for nurses, midwives, and other health care professionals to work with digital systems in practice. [ABSTRACT FROM AUTHOR]

For undergraduate nursing students, an integral mode of learning is their clinical placements. Learning within the clinical setting is influenced by factors such as the facilitators, peers, unit, or department the student is placed on. What is not known is the role of a social context that is grounded in Self‐Determination Theory and how this influences the development of therapeutic relationship skills among undergraduate nursing students. The aim of this study was to examine the role of autonomy support in the professional learning of undergraduate nursing students. This study employed a two‐group pre‐test and post‐test design, with undergraduate nursing students placed in either an autonomy‐supportive group or a comparison group in an Australian context. Therapeutic relationship skills were assessed at the beginning and end of their compulsory mental health clinical placement. Participants were 210 (n = 210) Australian undergraduate nursing students. Using a tertile split, 140 students were placed into one of two groups based on their perception of autonomy support at the post‐test time point. Pre‐ and post‐test therapeutic relationship data were collected for both groups. A repeated measures analysis of variance was used to examine whether engagement in different clinical placements would illicit significant differences in therapeutic relationship skills. Undergraduate nursing students who were engaged in the autonomy‐supportive setting had significantly higher scores associated with the therapeutic relationship subscales: Positive Collaboration and Positive Clinical Input. The importance of the social context is underscored, which is strongly influenced by the educational leader, typically referred to as a nurse facilitator. [ABSTRACT FROM AUTHOR]

Background: In Australia, the predicted oversupply of pharmacists is contributing to concern regarding employment prospects. Traditionally, there have been low numbers of pharmacists employed in the Australian pharmaceutical industry and a lack of data on pharmacy students' perceptions of employment within this sector. Aim: To determine pharmacy students' understanding and perceptions of the pharmaceutical industry as an employment option. Method: Australian pharmacy students graduating in 2018 were invited to complete an online survey. Participants were recruited via Facebook sites for the National Australian Pharmacy Students' Association, the Early Career Pharmacists group of the Pharmaceutical Society of Australia (PSA) and through intern training networks of the PSA, the Pharmacy Guild of Australia and Chemist Warehouse. Australian universities were also approached via e‐mail to assist in distribution of the survey to their 2018 graduates. Results: Complete responses were received from 124 students, representing 17 universities. Most respondents perceived the pharmaceutical industry as a good employment option (61%). However, they generally lacked understanding (77%), information and sufficient exposure to industry to fully comprehend the potential employment opportunities available. Furthermore, placements in the pharmaceutical industry are not universally available to pharmacy students, and less than 20% had undertaken such a placement. Respondents desired industry placements (81%), education (86%) and more exposure to this career option during their studies (86%). Conclusion: Further research is needed on how Australian universities, the pharmaceutical industry and the pharmacy profession can collaborate to raise awareness of industry as a career option and equip graduates for these employment opportunities. [ABSTRACT FROM AUTHOR]

Objective: This study investigates whether General Practice placement experience or locations (urban/metropolitan vs non‐metropolitan) promote student interest in pursuing general practice. Design: SurveyMonkey was used in the design of the survey. Setting: The study was conducted online. Participants: A total of 520 and 705 clinical‐year students were surveyed in 2009 and 2019, respectively. The study was conducted online, using SurveyMonkey, and the participants were mostly non‐indigenous Australian medical students, between the ages of 18 and 30. Interventions: Students were recruited from the General Practice Students' Network membership database to complete the survey online. Chi‐squared testing, Pearson's correlation and a multivariate logistic regression analysis were used to investigate the correlation between general practice placements and intention to become a general practice. Main outcome measures: The association and causation between general practice placement location, student experience and students' intended career outcomes. Results: In 2009, majority of students rated their general practice experience 'mostly positive' while most metropolitan participants and majority of non‐metropolitan placement participants in the 2019 survey responded with 'mostly positive' in 2019. Based on 2009 and 2019 data, general practice placement location had no association with the likelihood of pursuing general practice as a career, while student experience had a stronger positive correlation with the likelihood of pursuing general practice as a career. Conclusion: Our study shows that students' overall experience with their general practice placements significantly encourages medical students to pursue the general practice pathway. As such, increasing both metropolitan and non‐metropolitan placement experiences can potentially overcome general practice shortage. [ABSTRACT FROM AUTHOR]

Background: Objective assessment of grit and its association with burnout in obstetrics and gynaecology (O&G) training is underexplored. Aim: This study utilises the Short Grit Scale and the Oldenburg Burnout Inventory to investigate the association of grit with burnout, thriving and career progression among O&G trainees and Fellows in Australia/New Zealand. Materials and Methods: A cross‐sectional survey of the RANZCOG (Royal Australian and New Zealand College of Obstetricians and Gynaecologists) members was conducted. Participants were categorised by seniority level (core trainees, advanced trainees and Fellows). Mean grit and burnout scores were compared with one‐way analyses of variance. Correlation between grit and burnout was estimated using Pearson's correlation coefficient. Logistic regression models were used to determine factors associated with high vs low burnout. Grit was categorised as low/medium/high for regression models. Results: A total of 751 (26%) participants completed the survey. Fellows reported higher mean grit than core (P = 0.02) and advanced trainees (P = 0.03), and lower mean burnout than core trainees (P < 0.001). Moderate negative correlation was demonstrated between grit and burnout scores (r = −0.34). In the multivariable model, only seniority (adjusted adds ratio (OR): 0.40 for Fellows vs core trainees, P = 0.008) and grit levels (adjusted OR:4.52 for low versus high, P < 0.001; 2.32 for low vs medium, P = 0.001) were significantly associated with burnout. Conclusion: This study demonstrates the protective role of grit in combating burnout among RANZCOG trainees and Fellows. While further well‐designed studies are warranted, findings from our study are expected to help the College in developing targeted interventions and subsequently minimise burnout‐related adverse outcomes in high‐risk groups. [ABSTRACT FROM AUTHOR]