Gaining a ‘proper sense’ of what happens out there: An ‘Academic Bush Camp’ to promote rural placements for students

• DOI: 10.1111/ajr.12199
• Publication Date: 2015-06-29T09:31:55Z
• Authors: Amy T. Page; Sandy J. Hamilton; Maeva Hall; Kathryn Fitzgerald; Wayne Warner; Barbara Nattabi; Sandra C. Thompson
• Keywords: Situated learning

Abstract Undergraduates who undertake rural placements often choose a career. Reluctance from universities to send students settings limits placement numbers. The Western Australian Centre for Rural Health (WACRH) invited allied health and nursing academics clinical coordinators (WA) an A cademic B ush C amp. Based on situated learning theory, this camp modelled student programs through experiential structured workshops. It aimed build relationships showcase innovative opportunities. Objective To Design An evaluation of residential based theory. Setting stated finished in Geraldton, WA was centered Mt Magnet, remote town 600 kilometres northeast Perth. Participants WACRH universities. Intervention This Online pre‐ post‐camp questionnaires included open‐ended questions 5‐point Likert scale. Responses were analysed SPSS 22 using descriptive statistics Wilcoxon signed‐rank test. Follow‐up phone interviews six months later assessed longer‐term reflections changes practice. Main outcome measures main measure whether the met participants’ expectations, their knowledge about interest WACRH's programs. Results Twelve five seven disciplines attended. Nine had previously lived or worked rurally. expectations all would recommend opportunity colleague. Many valued interaction with community partners have preferred more this. increased awareness benefits longer service‐learning environment. Six later, familiarity model, supports staff led enhanced willingness place students. Conclusion can influence intentions by demonstrating infrastructure, academic support available. experience increases metropolitan academics’ encourage participation. backgrounds appeared receptive possibilities.