Confidence working with First Nations Australians: Pre/post-rural placement survey of allied health students
Notice bibliographique
Résumé
Background: Together with addressing social determinants of health, culturally safe healthcare provision is essential for closing the health outcomes gap experienced by Aboriginal and Torres Strait Islander (Indigenous) Australians. Rural placements potentially provide students of the health professions with opportunities to enhance their knowledge and skills regarding cultural safety. However, the impact of placements on and determinants of student confidence around Indigenous people has not been investigated quantitatively. We used rural placements data systematically collected from students, including commencement- and end-of-placement questionnaire responses, to investigate these. <br/><br/>Methods: The study comprised data from all allied health students supervised by the WA Centre for Rural Health during the period 2019–2022 who completed questionnaires at both the commencement and end of their placement. Five-point ordered responses to the question 'How confident do you feel about working with Aboriginal people?' were used to assess student and placement-related determinants of confidence (Confident/Very confident versus other) at baseline and increased confidence (≥1 point) during the placement using crude and adjusted multivariable robust Poisson regression.<br/><br/>Results: Participating students (N=453) were from diverse allied health disciplines (including pharmacy n=92; 20.3%; chiropractic and social work each n=59, 13.0%; occupational therapy and physiotherapy each n=56, 12.4%). Confidence in dealing with Aboriginal people was higher at commencement among males compared with females (adjusted relative risk [aRR] 1.51; 95% confidence interval [CI] 1.22–1.86), students of Australian rural origin compared with others (aRR 1.46; CI 1.18–1.80), and those who reported previous experience working with Indigenous people (aRR 1.40; CI 1.13–1.72). Notably, for all three of these categories, complementary subgroup 'catch-up' during the placement was evident. Placement attributes associated with increased confidence working with Indigenous people between placement commencement and end were interaction with Indigenous people within the placement (aRR 2.15; CI 1.17–3.98), placement model reflecting more structured academic supervision (aRR 1.22; CI 1.04–1.43), and placement length (aRR per additional day 1.002; CI 1.001–1.004).<br/><br/>Conclusions: Survey data from a large sample of health students before and after a rural placement enables detailed investigation of personal and placement-related determinants of educational outcomes of potential importance for future practice. While influenced by students’ demographic attributes and prior experiences, confidence of allied health students in working with Indigenous people is enhanced during rural placements, particularly through direct contact with Indigenous people. Opportunities for direct, meaningful, ideally immersive involvement of students with Indigenous communities are recommended as part of rural placements.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
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