Marŋgithirri guŋga'yunarawu ga guŋga'yunyarawu marŋgithinyarawu Learning to connect and connecting to learn: Preparing the rural and remote allied health workforce through a co‐created student‐implemented service in East Arnhem, Australia. (21st December 2021)

• Record Type: Journal Article
• Authors: Bird, Katrina; Stothers, Kylie; Armstrong, Emily; Marika, Eunice Djerrkŋu; Yunupingu, Murphy Dhayirra; Brown, Louise; Witt, Susan; Campbell, Narelle; Barker, Ruth
• Is Part Of: Australian journal of rural health. Volume 30:Number 1(2022)
• Page Start: 75
• Page End: 86
• Publication Date: 2021-12-21
• Subjects: Aboriginal -- co‐design -- older people -- remote services -- service learning; Rural health -- Periodicals; Rural health -- Australia -- Periodicals; 613
• DOI: 10.1111/ajr.12813
• Languages: English
• ISSNs: 1038-5282

Abstract

Abstract: Objectives: To explore the process of learning for allied health students providing a student‐implemented service for older Yolŋu in remote East Arnhem, Northern Territory, Australia. Design: An exploratory qualitative study following an 8‐week student‐implemented service. Setting: Nhulunbuy and Yirrkala and surrounding remote Aboriginal communities of the East Arnhem Region of the Northern Territory. Participants: Data were collected from: 4 students who implemented the service; 4 professional supervisors, 3 placement coordinators, a Yolŋu cultural consultant and a care manager from a local community organisation, all of whom supported implementation of the service; and 7 older Yolŋu and their families who were recipients of the service. Interventions: A student‐implemented service for older Yolŋu delivered by allied health students from James Cook University. Clinical, cultural and pastoral supervision and support was provided by Flinders University, James Cook University, Indigenous Allied Health Australia and 2 Yolŋu cultural consultants and 2 local community organisations. Main outcome measures: Semi‐structured interviews with those who implemented, supported and received the service. Data were analysed thematically using an inductive approach. Results: 'Learning to connect and connecting to learn' described how allied health students were learning to provide a service for older Yolŋu. Four interrelated processes connected their learning: 'preparing and supporting', 'bonding and responding', 'growing and enriching' and 'working and weaving'. Conclusion: The co‐created student‐implemented service provided a unique learning opportunity for allied health students on how to provide a culturally safe service in a remote Aboriginal community in northern Australia.