What students and new graduates perceive supports them to think, feel and act as a health professional in a rural setting.

OBJECTIVE: Clinical placements in rural locations are perceived by students to provide positive learning experiences to support their transition to practice. This study explores how clinical placements in a rural health setting might influence students and new graduates to think, feel and act as a health professional. DESIGN: A qualitative study comprising focus group discussions was conducted. SETTING: The study was conducted in a rural health service in Queensland, Australia. PARTICIPANTS: Allied health students (n = 12) on placement and new graduates (n = 11) working in a regional health service. MAIN OUTCOME MEASURES: This study identified allied health student and new graduate perspectives on clinical placement factors which support them to think, feel and act as a health professional. RESULTS: Thematic analysis was used to understand student and new graduate perceptions of how rural placements support thinking, feeling and acting as a health professional. Suggestions for supporting learning included the following: Development of learning partnerships between students and clinical educators with inbuilt expectations and opportunities for reflection and supervision. Creating a culture where students are welcomed, valued and encouraged to take meal breaks with the team supported connectedness. The importance of balancing student autonomy with educating and grading support to increase independence. CONCLUSIONS: Findings show clinical placement experiences identified by allied health students and new graduates which support them to begin to think, feel and act as a health professional. Suggestions provided by students and new graduates can be used to inform implementation of clinical placement experiences.

What supports allied health students to think, feel and act as a health professional in a rural setting? Perceptions of allied health staff.

OBJECTIVE: Clinical placements in rural locations provide student health professionals with diverse learning opportunities. Engaging in clinical work and learning from role models and peers in the workplace are primary ways students develop professional skills, behaviour and identities as a health professional. The purpose of this study was to examine the influences supporting allied health students undertaking clinical placements in a rural health service to think, feel and act as a health professional from the perspective of allied health staff. DESIGN: A qualitative study comprising focus group discussions was conducted. SETTING: The study was conducted in a rural health service in Queensland, Australia. PARTICIPANTS: Seventeen allied health staff whose roles support clinical placement education in the health service MAIN OUTCOME MEASURES: This study identified clinical placement factors which can support allied health students thinking, feeling and acting as a health professional. RESULTS: Thematic analysis was used to understand staff perceptions of how rural placements support students to think, feel and act as a health professional. Key placement actions included taking advantage of the diverse learning experiences in a rural area, facilitating student connectedness in the workplace and grading learning to support independence and autonomy for practice. CONCLUSIONS: Findings from this study show that the diverse work environment and experiences in a rural setting provide unique opportunities for students to begin to think, feel, and act as a health professional. Strategies identified might be applied in other similar contexts.

Diverse drivers of unsustainable groundwater extraction behaviour operate in an unregulated water scarce region.

Depletion of groundwater resources is of increasing concern in many parts of the world; however, farmers' perceptions of resource status and the role these have in influencing decisions about groundwater use are rarely considered and even more rarely analysed. This paper investigates the links between farmers' perceptions of resource condition and drivers of groundwater decline and patterns of groundwater use in the semi-arid highland region of Balochistan, Pakistan. Key factors associated with groundwater over-exploitation in this region, identified by farmers, include: high returns from irrigated fruit and vegetable cultivation; drought; mass installation of tubewells; inefficient irrigation practices; government policies and subsidies that promote groundwater development; and lack of effective groundwater governance. Critically, while a majority of farmers in this study believe that groundwater is a limited resource, there is little evidence to indicate that this then leads to sustainable groundwater use decision making within these communities. Without effective intervention, groundwater resources in this region will potentially suffer the consequences of human behaviour associated with the use of common pool resources identified in Hardin's (1968) seminal 'Tragedy of the Commons' paper. This study exemplifies the importance to the future of rural communities in water scarce regions of effective governance, regulations and economic incentives for sustainable water management.