Abstract
University students, working with First Nations communities, need to build skills in culturally responsive practice. This study explores the experience of allied health students completing service-learning placements in First Nations communities. A qualitative post-placement study was undertaken. Semi-structured interviews were completed with allied health students (n=27) from Australian universities. Data was thematically analysed using inductive and deductive analysis. The settings were healthy ageing services in two remote northern Australian First Nations communities. Students received interprofessional, discipline-specific, and cultural supervision and training. Three key themes emerged: Readiness for remote practice; cultural supervision and practice; and learning and skill development. Further, the experience of immersive service-learning placements in remote First Nations communities appear to support the transformation learning process required to build knowledge, confidence, and skills to engage in culturally responsive practice. Results could inform university curriculum to better support students to prepare for rural placements, and identify resourcing requirements while students are participating in culturally immersive placements.
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