ArticleThe Australian journal of rural health2026
Partnerships in Learning: The Rural Health Multidisciplinary Training Programme in Aged Care Services Pilot Site Evaluation.
Article in The Australian journal of rural health, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
1 citing paper in PubMed.
- Reflections on the Evolving Contribution of the Rural Health Multidisciplinary Training Programme.The Australian journal of rural health · 2026Article
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
objectiveTo explore the perspectives of University Departments of Rural Health (UDRH) clinical educators and partner aged care provider managers involved in the Rural Health Multidisciplinary Training (RHMT) Aged Care pilot programmes, and to identify the barriers, enablers and context-specific strategies that supported the establishment of nursing and allied health student placements in rural and remote aged care settings.
settingFive pilot sites were established through RHMT Aged Care Service Grants in partnership with aged care providers across New South Wales, Tasmania, South Australia, Western Australia and Queensland.
participantsTwelve participants, including nine UDRH clinical educators (CEs) and three partner aged care service managers, supported student placements at four of the five pilot sites.
designQualitative exploratory study using semi-structured interviews. Data were analysed using a thematic approach.
resultsThree interdependent themes were identified: (1) engaged partnership; (2) creating a learning environment that benefits everyone; and (3) adapting to the local context. Participants valued strong relational partnerships, role clarity and the CE role. While perceived benefits to students, services and staff ensured buy-in to the value of creating a learning environment through placements. Feasibility required local adaptation to challenges, such as service capacity and workforce pressures.
conclusionRural aged care placements are feasible and valuable when supported by strong academic-provider partnerships, perceived benefits for everyone through establishing learning environments, and context-sensitive implementation. These findings offer practical guidance for implementing aged care placements in rural settings, while highlighting the need for further research into student, staff, and resident outcomes.
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