Introduction
Work integrated learning provides opportunities for students to engage in and embrace learning in a range of contexts.
With the support of Western NSW LHD, Murrumbidgee LHD and Albury Wodonga Health rural clinical schools commenced in 2022, 2018 and 2023 respectively. These schools secure quality regional and rural placement WIL opportunities for selected CSU physiotherapy students in a competitive space(Department of Education, 2024) .
Objectives
Selection for the schools is competitive and includes an interview. Implicit in the interview is selection of students who demonstrates the capabilities and skills that support rural, regional practice
Little is known about these skills and capabilities sought by clinical supervisors when selecting students for a rural clinical school. There is also a lack of data regarding how the RPCS model is experienced by students and how well the clinical schools provide them with the opportunity to develop the skills and attributes required for effective entry level rural practice
A research project was undertaken under the auspices of Three Rivers Department of Rural Health, and included Charles Sturt University physiotherapy WPL academics and physiotherapy clinical school coordinators from Western NSW and Murrumbidgee LHDs to explore the capabilities and skills sought.
Method
A mixed methods approach was chosen using on-line survey and on-line focus groups. Three different groups (physiotherapy students, clinical supervisors and WPL academics) were invited to participate.
Focus groups were attended Charles Sturt University 4th year physiotherapy students, Charles Sturt University 4th year physiotherapy students AND Physiotherapy WPL academics involved with the Western NSW and Murrumbidgee LDH clinical schools.
Participants were asked 4 questions during the focus groups. The first question referred back to a list of desired competencies for entry level physiotherapy rural practice.
In surveys students and supervisors were asked to reflect on a list of competencies and skills required to for entry-level rural physiotherapy practice and to rate the extent to which they felt the clinical schools offered students the opportunity to develop these skills, using a 5-point Likert scale.
Exploration of the desired competencies in the focus groups and surveys is based on the three-round Delphi study conducted by Martin et al (Martin et al., 2021).
Results
While many of the proposed competencies were endorsed by students and supervisors , specific strategies or a framework to design explicit learning activities or opportunities to build these competencies or skills was unclear.
Discussion
Defining rural ready graduates was nuanced and often the learning that occurred did so in a rural , regional setting rather for a rural or regional setting. Additional competencies were often identified by clinicians.
Conclusion
The Rural Physiotherapy Clinical Schools in Murrumbidgee LHD and Western NSW LHD provide opportunities for undergraduate clinical placement in regional and rural settings within NSW. Overwhelmingly students and educators are positive that the clinical schools provide an authentic rural experience.
However readiness for rural or regional practice is not a specific learning outcome. Evaluation of growth in specific competencies will enable a targeted and unique approach to practice in a rural , regional setting.
