ANNUAL REPORT - ARHEN · The Australian Rural Health Education Network (ARHEN) was established in 2001 and is the peak body for the 11 University Departments of Rural Health (UDRHs)

www.arhen.org.au

ANNUAL REPORT

2014

Leading and initiating the rural and remote health agenda through education and research.

Photos in this report show health science students on UDRH clinical placements around Australia. ARHEN thanks UDRHs for providing these photos.

CONTENTS

ARHEN ANNUAL REPORT 2014ii

CHAIR’S REPORT 1

NATIONAL DIRECTOR’S REPORT 2

ARHEN AT A GLANCE 3

OUR ORGANISATION 4

STRATEGIC PLAN 2013-2016 5

FUNDING AND GOVERNANCE 5

ARHEN BOARD 2014 6

UDRH ACTIVITIES 8

ARHEN STAFF NETWORKS 10

UDRH STUDENT INFORMATION 13

UNIVERSITY DEPARTMENTS OF RURAL HEALTH 17

ARHEN ANNUAL REPORT 2014 1

CHAIR’S REPORT While it’s no secret that the health of Australians living in rural, regional and remote areas is generally poorer than that of people living in major cities it’s pleasing to see improvements across the sector and increased health workforce training capacity.

It’s now my privilege to chair the Australian Rural Health Education Network (ARHEN), the national organisation that has worked for 13 years to support the implementation of University Departments of Rural Health (UDRHs) that work to address - and redress - that longstanding differential in health outcomes and workforce maldistribution. Through their ongoing education and research, the 11 UDRHs that make up ARHEN continue to lead the way in building better rural and remote health across Australia.

As someone who has been associated with UDRHs since the birth of the idea, it is interesting to reflect on the growth of UDRHs and consequently ARHEN. The first seven UDRHs were established in the late 1990s to address health workforce problems in rural and remote Australia. Given that success, a further four UDRHs were also established, meaning there are now UDRHs in each State and the NT. Each has uniquely developed to meet the particular needs and characteristics of their region and vary widely in their approach to the program – an inherent strength. Experience has shown that it is this flexibility that enables each UDRH to focus on their communities’ needs, with an emphasis on ‘growing their own’ workforce in and for the region to address those needs.

A further key to addressing those needs has been the evolution of clinical training placement opportunities and experience. Good clinical placements are the rural health workforce’s vital building blocks and the means by which undergraduates get real life insights into the challenges and opportunities that are part of professional practice in these settings. Data provided later in this report shows the development of placement opportunities over the past 10 years and the role UDRHs play in training Australia’s health workforce.

Of course, UDRHs’ ability to meet the increasing demand for rural and remote placements has been augmented by additions and improvements to UDRH and student infrastructure and services. Australian Government program funding has enabled many UDRHs to provide, for example, start-of-the-art simulated learning facilities and to upgrade or build new accommodation to attract students to their campus and remote satellite locations.

The growing profile and influence of ARHEN and broad government support for UDRHs has again been confirmed in 2014. Meetings at Parliament House, in regional locations and elsewhere, are testament to the willingness of MPs and senior Australian Government officials’ to actively engage with ARHEN.

As well as continuing its outward focus during the year, ARHEN also examined its own Board operations. A governance review session provided valuable ideas and refreshed Directors’ understanding of the demanding roles they are fulfilling.

Finally, I want to pay tribute to the work of founding or longstanding UDRH Directors who resigned from the ARHEN Board during 2014. Prof Guy Robinson (UDRH, University of SA, Whyalla, SA) Prof John Wakerman (Centre for Remote Health, Alice Springs, NT) and Prof James Dunbar (Greater Green Triangle UDRH, Warrnambool, Vic) have all made significant contributions as health leaders, researchers and valued colleagues.

I also thank the immediate past ARHEN Chair Prof Sandy Thompson (Western Australian Centre for Rural Health, Geraldton) for her leadership and support in my previous role as Deputy ARHEN Chair during the past 12 months. It is the work of leaders such as these whose vision and achievements make a real difference to health outcomes in rural and remote Australia.

I look forward to continuing and contributing to that work in 2015.

Professor Sabina Knight

ARHEN ANNUAL REPORT 20142

NATIONAL DIRECTOR’S REPORTIn 2014 ARHEN continued its commitment and contribution to rural and remote health education and workforce strategies at the national level.

ARHEN’s six strategic priorities in 2014 have drawn on the following key themes for its member UDRHs - all of which are operate in regional, rural or remote areas of Australia:

• authentic learning experiences to prepare students for professional practice

• research to provide solutions for accessible and sustainable health services

• working with communities.

UDRHs work with their communities to build capacity to respond to current challenges. This may be through education or research, both of which require infrastructure essential for the delivery of high quality tertiary programs in the regions. One of ARHEN’s priorities calls for a national approach to infrastructure investment, and this underpins the other priorities.

UDRH teaching activities/clinical placements provide learning experiences which prepare students for professional practice in distinctive remote and rural settings. Two of ARHEN’s priorities - service learning programs in nursing and allied health and an oral health academic program underpinned by a service learning approach - translate into a work-ready rural and remote health workforce. They link to the concept of a rural training pipeline which, in turn, correlates with evidence that exposure to rural experiences means increased numbers of students will ‘go rural’ as a health professional.

Several UDRHs have already successfully implemented service learning approaches which align student placement programs to areas of local health need through partnering with community organisations and local service providers. This approach not only results in improved community access to health care but also enhanced student learning. With appropriate funding models, this innovative approach could be implemented across the UDRH Network.

The remaining two ARHEN priorities call for the establishment of an Aboriginal and Torres Strait Islander academic leadership program and an integrated health research centre. These link to the UDRH focus on research which informs the development of accessible and sustainable health services. Such research addresses rural and remote problems and solutions, often with national and international significance.

Another important area of focus for ARHEN this year has been the six Staff Networks which comprise members from, and foster collaboration across, UDRHs. The networks support professional development and increase the profile of rural and remote health practice in mental health, pharmacy, Indigenous health, simulation, student placements and business administration. Operating under formal terms of reference and reporting to the ARHEN Board, the Networks are supported by the National Office team. They continue to develop as an important resource for members who are also health advocates for their communities in regional, rural and remote areas.

ARHEN is a respected contributor to the rural health policy debate. It has made nine submissions to government and external enquiries this year, such as the Senate Select Committee on Health and development of ‘red tape’ solutions for the Minister for Health. In addition, as well as regular meetings with government and other stakeholders, the ARHEN Board formally met with the Minister for Health, the Assistant Minister for Health and other MPs at its regular annual Parliament House meeting in March. ARHEN has also represented the UDRH network on education and health workforce committees and roundtable meetings.

We can look back to the late 1990s when the UDRH Program initially commenced as part of the Australian Government’s health workforce strategy for rural and remote Australia. The demonstrated achievements of all 11 UDRHs since then, together with ARHEN’s enhanced role as their peak body, position the UDRHs well in the lead up to the renegotiation of funding contracts next year.

We look forward to another productive year in 2015.

Janine Ramsay


ARHEN’S VISION AND PURPOSE

Vision: Achievement of better rural and remote health through learning.

Guiding Purpose: To lead and initiate the rural health agenda in the areas of education and research.

11 University Departments of Rural Health across Australia

ARHEN AT A GLANCE The Australian Rural Health Education Network (ARHEN) was established in 2001 and is the peak body for the 11 University Departments of Rural Health (UDRHs) located in every State and the NT.

The focus of the UDRHs is on expanding and enhancing the rural and remote health workforce through multidisciplinary education and training, research, professional support and service development.

Each UDRH caters specifically to the needs of their local region. They are well established, diverse and complementary, forming the most significant rural health academic consolidation in Australia

As the peak body, ARHEN ensures the organisational capacity for UDRHs, with strong networking and linking across Australia. It enhances liaison and engagement with the Australian Government and other relevant bodies on issues pertaining to rural and remote health education, workforce and research.

While coordination and information sharing across our member UDRHs is core business for ARHEN, the emphasis of the organisation is at the national strategic level.

Broken HillLismore

Warrnambool

Launceston

Mount IsaAlice Springs

GeraldtonWhyalla Shepparton

Moe

Canberra(ARHEN National Office)

Tamworth

ARHEN’S MESSAGES

ARHEN provides leadership in rural health education, research and innovation. Our key messages are:

1. Teaching. Our clinical placements and teaching activities provide rich, authentic learning experiences which prepare students for professional practice in distinctive remote and rural settings.

2. Research. Our UDRHs undertake research focused on rural and remote problems and develop and test original solutions, including research which may have national and international significance. This research informs the development of accessible and sustainable health services for Australia.

3. Service. Our UDRHs work with their communities to build capacity to respond effectively to the contemporary challenges in rural and remote health.

OUR ORGANISATION

BOARD MEMBERS

Professor Sabina Knight – Chair, Mount Isa Centre for Rural and Remote Health, Qld

Professor Nicky Hudson – Deputy Chair, University of Newcastle Department of Rural Health, Tamworth, NSW

Professor Sandra C Thompson – Immediate Past Chair, Western Australia Centre for Rural Health, Geraldton, WA

Professor David Lyle – Treasurer, Broken Hill UDRH, NSW

Professor Peter Harvey – Greater Green Triangle UDRH, Warrnambool, Victoria

Professor Judi Walker – Monash University School of Rural Health, Moe, Victoria

Associate Professor Tony Barnett – Centre for Rural Health, University of Tasmania, Launceston

Associate Professor Martin Jones – UDRH, University of South Australia, Whyalla, SA

Professor Lesley Barclay – University Centre for Rural Health - North Coast, Lismore, NSW

Associate Professor Lisa Bourke – UDRH Rural Health Academic Centre, Shepparton, Victoria

Professor Tim Carey – Centre for Remote Health, Alice Springs, NT

STAFF NETWORKS AND CHAIRS

Aboriginal Staff Alliance Sharon Dennis

Executive Officers Jennifer Lang

Mental Health Academics James Bennett-Levy

Rural Pharmacy Support Mark Kirschbaum

Student Placement Coordination Frances Barraclough

Simulation Maeva Hall

ARHEN NATIONAL OFFICE

Janine Ramsay – National Director

Jane Smith – Policy and Communications P/T

Libby Meredyth – Admin support P/T

Polly Templeton – Casual bookkeeper

STAKEHOLDERS

Federal Government Ministers

Departments with portfolios relevant to UDRH business

Other Members of Parliament

Peak rural health bodies

ASIC

State Governments

Other peak bodies / NGOs

Universities

Health Services



STRATEGIC PLAN 2013-2016 The goals and associated strategies for ARHEN are articulated in the Strategic Plan 2013 – 2016.

GOAL 1: TO PROVIDE LEADERSHIP AND STRATEGIC DIRECTION IN RURAL AND REMOTE HEALTH EDUCATION AND RESEARCH

Strategy 1.1 Influence education, research and teaching in rural and remote health education through leading and promoting UDRH perspectives and ensuring the UDRH approach is responsive to, and shaped by, the external environment.

Strategy 1.2 Collaborate and network with other stakeholders at the national level on issues of shared interest.

GOAL 2: TO STRENGTHEN THE UDRH NETWORK THROUGH COORDINATION AND COMMUNICATION

Strategy 2.1 Coordinate and provide timely information and communication on relevant rural and remote health education, research and workforce issues.

Strategy 2.2 Encourage collaboration and information sharing through staff networks.

GOAL 3: TO PROVIDE ADVOCACY THROUGH A NATIONAL VOICE AND CONDUIT FOR MEMBERS

Strategy 3.1 Provide shared strategic input on key national issues relevant to rural and remote health and education.

Strategy 3.2 Advocate to ensure the UDRH agenda is prioritised in the health environment and represent members in the national arena.

FUNDING AND GOVERNANCE The ARHEN National Office receives core funding from the Department of Health and is co-funded by its UDRH members. As an incorporated registered company under the Corporations Act 2001 ARHEN provides audited financial statements to ASIC.

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ARHEN BOARD 2014 The ARHEN Board, which comprises Directors from the 11 UDRHs, meets quarterly, including a meeting at Parliament House, Canberra. In December, Directors participated in a governance review session facilitated by an independent consultant. The outcomes will be considered in 2015. The Board comprises:

Chair - Professor Sabina KnightRN MTH FRCNA FCRANA Plus FRLADirector, Mount Isa Centre for Rural and Remote Health, Qld.

Professor Knight has an extensive background in remote and Indigenous primary health care, public health and education. From a background of remote area nursing, she has also been involved as an advocate for rural and remote health for more than 30 years and has been influential in health and education innovation and reform at the national and regional levels.

Deputy Chair - Professor Nicky (JN) HudsonBSc BMBS MSc PhD Director, University of Newcastle Department of Rural Health, Tamworth NSW

Professor Hudson has extensive experience in medical education, notably in the areas of curriculum reform and implementation of new medical programs. She has worked as a GP in urban Adelaide and Ceduna, in Indigenous health and in senior academic roles.

Immediate Past Chair - Professor Sandra C ThompsonBSc(Med) (Hons) MBBS (Hons) PhD MPH FAFPHM Grad Dip Health Management Director, Western Australia Centre for Rural Health, Geraldton WA.

Professor Thompson has worked in the health industry for over 20 years in a variety of roles - as a medical practitioner, laboratory-based researcher, public health researcher and epidemiologist, manager and public health practitioner.

Treasurer - Professor David LyleMBBS PhD FAFPHM Director, University of Sydney, UDRH, Broken Hill NSW.

Professor Lyle is a public health physician who has worked in senior positions in the NSW public health system and university sector since 1990. He has a track record of achievement in teaching, research and health services development.

Professor Lesley Barclay AO PhD Dist FACM FRCNA Director, University Centre for Rural Health - North Coast, Lismore NSW.

Professor Barclay is an educational leader, health services researcher and systems reformer whose projects have improved maternal child health services in urban and remote Australia and internationally.

Professor Judi WalkerPhD Grad Dip Ed BA (Hons) FACE AFACHSE Head, School of Rural Health, Faculty of Medicine, Nursing and Health Sciences, Monash University, Moe VIC.

Professor Walker is Professor of Rural Health at Monash University with responsibility for both the UDRH and Rural Clinical Training and Support programs. She is a national leader in rural health education and research and co-lead on a major 10-year health study looking at the health impact of the Hazelwood mine fire in the Latrobe Valley, Victoria.


Associate Professor Tony BarnettPhD BAppSc MEd RN FRCNA FRSA Director, Centre for Rural Health, University of Tasmania, Launceston, Tasmania.

Associate Professor Barnett trained as a nurse in South Australia and has worked in a number of hospitals in both SA and Victoria. He has previously held senior academic positions at both Monash and Deakin universities.

Associate Professor Lisa BourkeBSc BSW MSc PhD Director, UDRH, Rural Health Academic Centre, The University of Melbourne, Shepparton VIC.

Associate Professor Bourke is a rural sociologist with almost 25 years experience as a social researcher in rural communities. Her research and community projects focus on the health and wellbeing of rural, remote and Aboriginal Australians, particularly young people.

Professor Peter HarveyDip T B Ed PhD Director, Greater Green Triangle, University Department of Rural Health, VIC

Professor Harvey has been involved in chronic condition management and self-management research programs, including the development of a tobacco management program. His passion is improving the health of rural communities and plans to work on chronic disease management and community capacity building, along with Aboriginal health issues and the health consequences of gambling in rural communities.

Associate Professor Martin JonesRN MSc D’Proff Director, UDRH, University of South Australia, Whyalla, SA.

Associate Professor Jones has worked in the UK National Health Service, having pursued a career in mental health. He has specialist experience leading and developing services for people with serious mental illness.

Professor Tim CareyDip T(Prim and Pre) Grad Dip Spec Ed (Sev/Prof) BA Hons MSc (Statistics) PhD (Clinical Psychology) MAPS GAICD Director, Centre for Remote Health, Alice Springs, NT.

Professor Carey spent five years working in the NHS in Scotland. In his current role he conducts research into health service delivery, provides supervision and training on mental health issues and operates a clinical psychology service in the public mental health system.

• During 2014, Prof Guy Robinson, Prof John Wakerman and Prof James Dunbar, resigned from the ARHEN Board.

The ARHEN Board at the 2014 AGM and Board meeting, held at the University Centre for Rural Health – North Coast, Lismore, NSW.

UDRH ACTIVITIES Workforce is key to providing accessible healthcare in Australia’s rural and remote communities. UDRHs are the only rurally based academic units that work across all health disciplines, at undergraduate and postgraduate levels and with the existing health workforce.

Working with their communities to build a robust workforce that can respond effectively to contemporary and emerging health challenges is core business for the 11 UDRHs in each State and the NT.

UDRHs offer clinical placements and teaching activities to provide rich, authentic learning experiences to prepare students for the rewards and challenges of professional practice in rural and remote Australia. UDRHs also undertake research on rural and remote health problems to inform the development of accessible, sustainable health services. Some of the activities undertaken by UDRHs during 2014 are outlined below.

• UDRH, University of South Australia, Whyalla, SA

The UDRH enhanced its investment in regional towns by developing closer working relationships with local health care providers to improve student learning experiences and through opportunities for inter-professional learning and practice in a student-led clinic. This resulted in a significant boost in education hours provided and overall participant numbers in the first half of the year.

• Western Australian Centre for Rural Health, Geraldton, WA

The opening of a new EdSIM facility, together with upgraded technology and a dedicated student space, changed WACRH’s teaching activities to include the use of ‘real life’ scenarios to prepare students for post-graduation careers with a better understanding of and interest in rural health. An inter-professional approach to student placements is integrated with the programs offered, particularly across allied health and drawing on medical students where possible. Placements at Mt Magnet (350kms from Geraldton) extend the opportunities students have within their rotation, with resulting benefits for the community, students and WACRH under a service learning model.

• University of Newcastle Department of Rural Health, Tamworth, NSW

The focus on improving allied health students’ placement experience has continued, with semester and year-long immersion opportunities offered across an increasing number of disciplines. Initial results of a study to measure the effectiveness of this approach show longer placements have a positive impact on students’ intention to practise rurally and are already contributing to the rural/remote workforce.

• Monash University Department of Rural and Indigenous Health, Moe, Victoria

Student placement numbers increased in 2014. A new audio –visual system across a number of local health services has extended opportunities for collaboration in inter-professional education. An innovative family/carer simulation program for staff in a large rural aged care facility received outstanding feedback and resulted in some changes to established practice.

• Mount Isa Centre for Rural and Remote Health, Queensland

New student accommodation facilities, increased teaching capacity and a focus on service learning have all contributed to increased student placements numbers and length of placement stay in 2014. A new pharmacy intern program has resulted in 100% rural and remote employment.



• Greater Green Triangle UDRH, Warrnambool, Victoria

The GGT Simulation Project continued to deliver education and training workshops in 46 towns throughout regional SA and south west Victoria. More than 3,600 health professionals and students have taken part. Ongoing funding would mean the majority of these activities will continue, along with access to regular clinical and training activities for health students and professionals.

• Centre for Rural Health, Launceston, Tasmania

The number of students and health professionals taking part in education and development programs through UTAS Centre for Rural Health has continued to increase. This has been assisted by the recent purchase of new regional student accommodation.

• Centre for Remote Health, Alice Springs, NT

Undergraduate student placements have increased significantly, with numbers and placement weeks more than doubling in the first six months of 2014 compared with the same period last year. New accommodation has been built in Laramba, a remote Aboriginal community 250km north west of Alice Springs, which will provide opportunities for students to undertake placements in a local clinic when completed in 2015.

• Broken Hill University Department of Rural Health, NSW

The average length of student placements increased by a week in the first half of 2014 compared with two years ago. The UDRH is continuing to develop its long term focus on service learning to improve community access to healthcare and enhance student learning. Recent discussions with the NSW Department of Education and Catholic Education will lead to allied health students participating in service learning projects in purpose-built facilities in the seven Broken Hill primary schools.

• University Centre for Rural Health – North Coast, Lismore, NSW

The new simulation facility is now in full use, providing valuable additional capacity for teaching both students and the health professionals who instruct students. Service learning programs are helping to improve allied health services and innovative approaches, including remote supervision, inter-professional supervision and peer learning models are being used to enhance traditional supervision arrangements.

• UDRH, Rural Health Academic Centre, Shepparton, Victoria

Education and training activities were refocused in 2014 to support more nursing and allied health students and provide increased accommodation. The UDRH also had its first three Aboriginal graduates of The University of Melbourne’s Masters in Health and Social Sciences who were supported to complete the degree while continuing to live and work in their own rural communities.

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ARHEN STAFF NETWORKSStaff Networks are established by and report to the Board. They:

• provide expertise in the nominated subject area

• inform policy development

• contribute to the evidence base

• provide opportunities for potential collaboration

• share information across UDRHs

• promote UDRH programs and projects

• provide support and mentorship for staff across all UDRHs.

There are currently six Staff Networks across different academic and operational areas. Each works to their own terms of reference. Members meet regularly, usually by teleconference given the spread of UDRHs across Australia. Most also hold at least one face-to-face meeting each year.

Staff Network Chairs presented face-to-face reports to the ARHEN Board for the first time in 2014. The opportunity was valued by both Staff Network members and the Board and is likely to continue in future years. A brief summary of the work of each Staff Network follows.

RURAL PHARMACY SUPPORT (RSPN)

Membership of the network is open to pharmacist academics employed in UDRHs. The network aims to empower rural pharmacists to provide excellence in healthcare, embrace innovation and identify and address health needs in rural and remote communities.

Members continued to focus on delivering the Rural Pharmacy Liaison Officer (RPLO) Program during the year. This included coordinating rural clinical placements for pharmacy students and promoting inter-professional collaboration and continuing professional development for pharmacy professionals. The RPSN also developed a range of RPLO promotional resources, including a regular newsletter targeting university pharmacy schools and students and a detailed booklet outlining the broad scope of work its members undertake in their UDRH roles. Members presented papers at conferences and began developing several research projects including an approach to measuring pharmacy students’ attitudes and intention to work rurally and a rural pharmacist survey.

Chair: Mark Kirschbaum

Rural Pharmacy Support members at a network meeting in Canberra.



EXECUTIVE OFFICERS (EOs)

This network comprises Executive Officers who manage a wide range of key business tasks within UDRHs. The Network’s aim is to facilitate collaboration about policy, financial management, research and other best practice activities and identify and provide solutions to issues of common strategic interest that present operational challenges. During 2014 the EO Network introduced a more structured approach to meetings to improve information sharing and streamline procedures. The process helped members understand similarities and differences in EO roles across the 11 UDRHs and provided useful ideas to address everyday issues.

The EO Network also considered how to work more closely with the Board to ensure timely communication about operational matters. The Board and EOs agreed to meet annually to facilitate this approach, which EOs have found valuable. Network members are looking forward to more opportunities to learn about the complexities of the environment in which ARHEN operates and how they can continue to contribute to its success in 2015.

Chair: Jennifer Lang

MENTAL HEALTH ACADEMICS (MHAs)

The MHA Network aims to increase community access to mental health services and ensure other health professionals are better equipped to recognise mental health issues and take appropriate action. A key activity during the year was the development of a submission to the Australian Government’s National Review of Mental Health Services and Programs. This was a strategic document based on a small number of principles generated by the MHAs and considered essential for effective and efficient rural and remote mental health services.

A small group of the MHAs identified that some of the qualitative data from the recent Mental Health Tertiary Curriculum Project highlighted an important problem in the training of psychologists. The problems apply generally to the training, but are particularly pronounced in rural and remote contexts. A paper is being prepared to generate debate, discussion and ideally reform regarding psychology training models.

Members are also collaborating on a project report to be submitted to Rural and Remote Health with the aim of improving mental health services in rural and remote contexts.

Chair: Tim Carey

Executive Officers meeting in Lismore

Mental Health Academics dining together after meeting in Lismore

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ABORIGINAL STAFF ALLIANCE (ASA)

Membership of the ASA is open to Aboriginal and Torres Strait Islander staff employed in all UDRH positions. Its objectives include supporting members to become a key resource to link their UDRH to their Aboriginal communities and mentoring members in their workplace. The ASA held successful teleconference and face-to-face meetings addressing a range of issues during 2014. These included finalising terms of reference, discussing the feasibility of writing and publishing a book about ASA member experiences and arranging a guest speaker and day of associated cultural activities for the ASA’s annual face-to-face meeting. The ASA continued its strong support for ARHEN’s priority around the establishment and funding of an Indigenous academic leaders program in all UDRHs.

Chair: Sharon Dennis

SIMULATION

The Simulation Network aims to promote simulation as a clinical teaching modality within the education of health professionals, particularly for rural and remote delivery. Simulation Network membership is open to all UDRH staff employed in relevant areas. During the year, members continued to focus on building established simulation infrastructure and assets, securing funding for related positions and developing simulation capacity and programs for students and supervisors. Network meetings and site visits helped build understanding about different approaches to simulation practices, provided opportunities for collaboration and peer support and allowed sharing of ideas about issues such as accreditation requirements and simulation centre policy and procedures.

Chair: Maeva Hall

STUDENT PLACEMENT COORDINATORS (SPCN)

Membership of the SPCN is open to staff involved in student clinical placements in the UDRHs. The Network’s objectives include identifying and investigating new issues around placement services and providing related advice to ARHEN. During the year members shared information about implementation of the ARHEN student survey to measure student attitudes to clinical placement experiences. The different approaches taken by UDRHs to encourage students to complete the voluntary survey were discussed, along with broader issues around managing aspects of the placement structure and process, the use of cultural orientation programs and approaches to linking students into the community and preceptors. Preliminary work also began on how to use social media to promote rural/remote clinical placements.

Chair: Frances Barraclough

ASA members meeting in Lismore

SPCN Chair Frances Barraclough

Simulation Network members meeting in Lismore



UDRH STUDENT INFORMATION A key focus for UDRHs is increasing and improving rural and remote clinical placement experiences for students from nursing, medical and allied health disciplines. UDRHs coordinate, facilitate and support placements, usually for periods of two weeks or more, providing students with exposure to challenges, opportunities and rewards in environments outside large cities and urban centres.

Research has shown positive experiences during these placements are vital to student learning and can significantly influence graduate decision making about working rurally.

UDRHs use many different approaches to provide positive placement experiences for students. This includes organising placements with different local health services and providers, research training, supervision and support, state-of-the-art simulated learning facilities and participation in mentoring and volunteering programs. Student support services such as high quality, subsidised accommodation, access to good study and internet facilities and organised social and community activities are also an important part of attracting students to these locations1.

STUDENT NUMBERS 2013

In 2013 the total number of students (including international students) supported by the UDRH program was 5,595. Of these, 5,255 (93.9%) were undergraduates and 340 (6.1%) postgraduate students. Overall, 92.5% of undergraduate students were domestic in origin.

Compared with 2012, the student total grew by 2.5% in aggregate; undergraduate numbers increased by 1.3% and postgraduate students by 25.9%. Overall domestic student numbers increased by 1.3% in 2013. Domestic undergraduate numbers were essentially unchanged, growing by just 0.2%.

For the period 2004 – 2013 the UDRH Program has supported over 40,000 undergraduate students (including international students) for terms of 2 weeks or more.

Figure 1. Trends in UDRH undergraduate domestic student numbers from 2004 – 2013.

1 Unless otherwise specified, all figures in the report refer to students who were hosted by the UDRH program for periods of two weeks or more.

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Simulation Network members meeting in Lismore

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TOTAL WEEKS OF PLACEMENT

The aggregate total of weeks for all student placements across the UDRH program in 2013 was 28,185 with domestic students accounting for 26,127 weeks or 92.7% of the total. The total number of undergraduate placement weeks in 2013 was 25,634 compared with 22,171 in 2012, an increase of 15.6%.

Of these, domestic student weeks accounted for 23,820 weeks which represented a 13.2% increase over 2012 (21,030 weeks). In contrast, postgraduate placement weeks contracted over the period from 2,856 weeks in 2012 to 2,552 in 2013, a decrease of 10.7%.

Figure 2. Total weeks of domestic undergraduate student placement 2004 - 2013

AVERAGE DURATION OF STUDENT PLACEMENTS

The average duration of student placements increased by over 20% in 2013 compared with 2012, with the largest increase in placement duration being evident for international students.

The average duration of placement for the overall student cohort was 4.9 weeks in 2013 compared with 4 weeks in 2012, an increase of 21.4%. Placement length for domestic students increased by 20.8% in 2013 compared with 2012, reaching 4.9 weeks in 2013 compared with an average of 4.1 weeks in 2012.

Figure 3. Trend in average duration (in weeks) of domestic undergraduate student placement 2010 – 2013.

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STUDENT ACTIVITY BY PROFESSIONAL GROUP

For at least the last decade, nursing students have consistently made up the largest discipline group of students placed by the UDRH program. In 2013, the respective discipline group proportions were nursing students (47%), allied health (34%) and medicine (19%); the respective figures for 2012 were nursing 42.4%, allied health 34.3% and medicine 23.3% (Fig. 5, 6).

The number of nursing undergraduate students hosted by the UDRH program continued the increase which has been evident since 2004, with total nursing student numbers increasing by 13.1% in 2013 compared with 2012. Domestic nursing student numbers increased by 11.1% from 2,057 in 2012 to 2,286 in 2013.

Overall allied health student numbers increased from 1,736 in 2012 to 1,816 in 2013, an increase of 4.6%. Domestic student numbers however decreased slightly from 1,666 in 2012 to 1,655 in 2013, a contraction of 0.7%.

Overall medical student numbers continued to decline, with numbers decreasing from 1,299 in 2012 to 1,005 in 2013, a fall of 22.6%. Domestic medical student numbers declined from 1,132 in 2012 to 924 in 2013, a contraction of 18.4%.

Figure 4. Domestic undergraduate student numbers by professional group 2004 – 2013

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Nursing Medicine Allied health

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STUDENT ACTIVITY BY DISCIPLINE

In 2013, the top five non-medical/nursing disciplines supported by the UDRH program were physiotherapy, occupational therapy, dentistry, pharmacy and speech therapy, which collectively accounted for 76.7% of the total allied health student numbers (Fig. 5). In 2012 the top five non-medical/nursing disciplines supported by the UDRH program were physiotherapy, dentistry, occupational therapy, pharmacy and medical radiation, which at the time accounted for 69.7% of the total allied health student numbers (Fig. 5).

Figure 5: Distribution of key domestic allied health disciplines across the UDRH program for 2012- 2013

9.2%

7.4% 8.0%9.3%

8.1%9.7%

2012

10.3%

12.6% 13.1% 13.2%12.3%

14.5%

24.8%

17.9%

0

5

10

15

20

25

30

Dentistry Physiotherapy OccupationalTherapy

Pharmacy

Prop

ortio

n of

tota

l (%

)

MedicalRadiation

SpeechTherapy

Dietetics

2013



UNIVERSITY DEPARTMENTS OF RURAL HEALTH UDRH Location University

New South Wales

Broken Hill University Department of Rural Health Broken Hill University of Sydney

University Centre for Rural Health, North Coast LismoreUniversity of Sydney Southern Cross University

University of Newcastle Department of Rural Health Tamworth University of Newcastle

Victoria

University Department of Rural Health Academic Centre Shepparton University of Melbourne

Monash University Department of Rural and Indigenous Health Moe Monash University

Greater Green Triangle University Department of Rural Health WarrnamboolFlinders University Deakin University

Queensland

Mount Isa Centre for Rural and Remote Health Mount Isa James Cook University

Western Australia

Western Australian Centre for Rural Health Geraldton

University of WA Murdoch University University of Notre Dame Curtin University Edith Cowan University

South Australia

University Department of Rural Health, Division of Health Sciences WhyallaUniversity of South Australia

Northern Territory

Centre for Remote Health Alice SpringsFlinders University Charles Darwin University

Tasmania

Centre for Rural Health Launceston University of Tasmania

17

40 Thesiger Court Deakin ACT

PO Box 242 Deakin West 2600

Phone: 02 6282 2166

www.arhen.org.au

Documents

ANNUAL REPORT - ARHEN · The Australian Rural Health Education Network (ARHEN) was established in 2001 and is the peak body for the 11 University Departments of Rural Health (UDRHs)