Mrs Kate van Dommele1, Dr Khoka Hamiduzzaman1, Ms Sarah Miles1, Ms Sarah Crook1, Mr Lewis Grove1, Ms Rebecca Jordan1, Ms Maria Klassen1, Ms Frances Barraclough1, A/Prof Vanette McLennan1, Prof Victoria Flood1
1University Centre for Rural Health (Northern Rivers), Faculty of Medicine and Health, The University of Sydney, Lismore, Australia
Biography:
Kate van Dommele is the Program Manager for Allied Health at the University Centre for Rural Health, within the School of Health Sciences at the University of Sydney. Kate manages a team of education support officers and administration assistants and supports the team of clinical educators to ensure the coordination of high-quality student placements in nursing, dentistry and allied health across the Northern Rivers region of New South Wales.
Abstract:
Purpose of the presentation:
To present the implementation of UCRH-facilitated service-learning placements in Northern NSW, highlighting benefits and challenges for rural allied health placements.
Nature of scope of the topic:
The ‘rural pipeline’ approach is one solution to address workforce shortages in rural communities. Since 2010, UDRHs have established rural clinical training programs for allied health students through partnerships with local healthcare settings. Rural placements are diverse and unique to local contexts, while being rich in learning opportunities for students and workforce recruitment.
The problem under investigation:
To help address workforce shortages and community needs, the UCRH facilitates student placements in aged care homes, multi-purpose services, child and family health centres, and schools in Northern NSW. In 2024, the UCRH supported over 640 allied health students from 20 disciplines to complete more than 3900 weeks of placement. Administrative records and activities of service-learning placements are collated and summarised.
The outcome of the conclusion reached:
124 undergraduate and postgraduate students, including physiotherapy, occupational therapy, speech pathology, nutrition and dietetics, and social work, from seven universities participated in service-learning placements ranging from 5 to 20 weeks duration. UCRH professionals and academic staff work together to implement key placement components: student-centred learning, work-readiness, interprofessional learning, hybrid supervision, peer-assisted learning, student wellbeing, and rural immersion. Our learnings have included the importance of local contextualisation and stakeholder partnership and co-design to ensure mutual benefits for all parties involved. These key components and findings are beneficial in designing similar placements in other rural and remote settings.