Study supports for rural mature-aged university health students: a Stakian multicase study

• Published in: BMC medical education 2024-02, Vol.24 (1), p.163-163, Article 163
• Main Authors: Quilliam, Claire, Crawford, Nicole, McKinstry, Carol, Buccheri, Alison, Brito, Sara
• Format: Article
• Language: English
• Subjects: Adult Basic Education; Adult Students; Aged; Allied Health Occupations Education; Beliefs, opinions and attitudes; Career Development; Data entry; Education; Education policy; Educational Attainment; Educational Finance; Epistemology; Evaluation; Experiential Learning; Health care access; Higher education; Humans; Learning support; Management; Mature-aged student; Medical education; Medical personnel; Medical students; Nursing; Nursing education; Professionals; Rural areas; Rural Health; Rural health care; Rural Health Services; Rural populations; Services; Students; Study and teaching; Surveys and Questionnaires; Universities; University; University students; Workforce; Workforce planning; Workforce recruitment
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-024-05128-4

The participation and success of university health students in rural areas is critical in addressing the maldistribution of the rural health workforces internationally. Particular attention to the experiences of mature-aged health students is needed to build a sustainable rural health workforce, given the higher proportions of mature-aged university students in rural, regional and remote areas compared with metropolitan areas and rural mature-aged students wanting to stay in their communities. However, little is known about the kinds of supports rural mature-aged students require to succeed with their studies. Drawing on rural standpoint theory and using structural inequality as a retention lens, we explored the current and potential supports that rural mature-aged nursing and allied health students require to successfully participate and complete their pre-professional university course. A Stakian multicase study was undertaken with cases at three rural university campuses in Australia. The data collection was primarily qualitative, with semi-structured interviews, campus surveys and focus groups involving 36 participants (including students, academic and professional staff, and placement supervisors). This study found supports were provided formally and informally by the university, by the community and manifested by students. Several support gaps as well as potential supports to alleviate them were identified. These include formally acknowledging the mature-aged cohort and their diverse experiences and non-university commitments; fostering connections between mature-aged students; making university affordable; preparing mature-aged students for university; adapting course content and delivery; and restructuring placements for mature-aged students. We argue that rural mature-aged nursing and allied health students require supports that are age-specific, appropriate to the community context, and harness existing relational processes of rural university campus activity. Rural university campuses need to involve rural mature-aged students and other stakeholders relevant to each context in the process of identifying and implementing student supports for this cohort.