Written by WA Centre for Rural Health (WACRH) Nursing Academic & Clinical Facilitator Phuntsho Om. With input from WACRH Aboriginal Project Officer and local Yingarrda man Raymond Edney and Edith Cowan University Nursing student Aleisha Slothouber.
Rural healthcare remains the lifeblood of the nation's health system, grounded in community connection, resilience, and adaptability. As a nursing academic and clinical facilitator for the WA Centre for Rural Health in Carnarvon, Phuntsho Om has the privilege of supporting nursing students on placement in the Gascoyne region of Western Australia. These placements are more than clinical training—they are transformative, shaping students into adaptable, culturally aware healthcare professionals ready to serve in rural and remote areas.
Students often share their experiences, with nursing student Aleisha Slothouber reflecting: “My placement in this rural town highlighted how immersive, community-centred learning is paving the way for a more connected and effective rural healthcare workforce.”
This sentiment is echoed across many student reflections, as they engage in a thoughtfully designed placement model that includes rotations through the local hospital, general practice, Aboriginal Medical Services, and community health initiatives. These diverse exposures foster a deep understanding of the collaborative nature of rural health.
Aleisha further explains, “This diversity of experiences not only strengthened my clinical skills but also deepened my understanding of the challenges and opportunities unique to rural health. The ability to adapt quickly to different roles and environments is essential for rural practitioners, and this placement gave me the confidence to navigate these transitions.”
WACRH’s integrated placement model strategically spreads student placements across multiple healthcare settings to provide a well-rounded rural experience. This approach allows students to see the broader continuum of care in action, while building relationships across health sectors. The orientation sets the tone for an inclusive and culturally respectful experience. Students are welcomed with a town tour, insights into the local way of life, and understanding of the region’s resources, challenges, and strengths.
Aleisha notes, “This orientation bridged the gap between being an outsider and becoming part of the community. It gave me a sense of belonging and helped me understand the broader context in which healthcare operates in rural settings.”
A standout element of the placement continues to be the cultural immersion facilitated through engagement with local Aboriginal elders and cultural custodians. Students are invited into a space of learning and respect, beginning with a traditional smoking ceremony, history and storytelling, and continuing with exploration of significant Aboriginal sites, vegetation, and landmarks.
“It was a powerful reminder of the importance of cultural awareness in healthcare. It underscored the need for providers to respect and integrate cultural practices and perspectives into their care,” Aleisha reflects.
Students also participate in direct community engagement, such as activities at the Carnarvon Senior Centre, where they assist with guided meditation and conduct health checks. These interactions reinforce clinical learning and foster meaningful connections.
“These activities demonstrated the value of holistic, preventive care in improving community health. By focusing on wellness and early detection, such initiatives can reduce the burden on emergency and acute care services,” Aleisha adds.
Importantly, students gain insight into preventive care and community connection, particularly in supporting healthy ageing and chronic disease management. These experiences highlight how sustained health promotion and local community engagement empower individuals and improve long-term outcomes.
As a clinical facilitator, Phuntsho Om finds joy in watching students thrive under the guidance of committed mentors and community practitioners. The aim is to create an environment where students are encouraged to think critically, reflect meaningfully, and grow with confidence.
Aleisha emphasises, “Strong mentorship played a vital role in transforming each learning moment into a meaningful experience. I was encouraged to apply theoretical knowledge, reflect on challenges, and adapt in real-time.”
The impact of rural placements is evident. Students leave not only more skilled but also deeply connected to the values of rural practice—teamwork, cultural humility, and a commitment to serving with compassion.
Aleisha concludes, “This placement has solidified my commitment to rural healthcare and shown me how students, communities, and health systems can work together to create meaningful change.”
By continuing to provide immersive and culturally rich rural placements, WACRH is enhancing student learning and shaping a future healthcare workforce that is well-prepared, community-minded, and ready to bridge the rural health gap with care and confidence.
Photo: Carnarvon Senior Centre community members engaging in WA Centre for Rural Health’s health promotion and wellness activities.