Returning Home: Student nurses connecting theory to practice during a Primary Health Care placement in the Pacific.

Abstract

Returning Home: Student nurses connecting theory to practice during a Primary Health Care placement in the Pacific. This presentation will examine a unique teaching and learning experience, relating to primary health care, during an international placement with a difference. The KANI (Kiribati Australian Nursing Initiative) project is a joint initiative between Griffith University and AusAID which provides scholarships to students from the Kiribati Island group in the Pacific to complete undergraduate nursing studies in Australia. As Kiribati is one of the poorest island nations in the world, with limited natural resources already depleted by climate change factors, no significant industry and almost 70% unemployment, successful completion of the program will provide graduates with a career path in their own country or via immigration to Australia. KANI students in their final year returned to Kiribati to complete a two week clinical placement with a focus on delivering primary health care services through established community clinics and outreach services. The key learning objective for the students was to gain an understanding of primary health care principles by participating in a range of health promotion activities and illness prevention strategies within their own community. Eleven students, accompanied by a nursing academic, worked collaboratively with local health workers, including diploma qualified nurses, medical assistants, nursing students and visiting Cuban medical staff. The students refined clinical skills by participating in immunization programs, maternal and child health assessments, diabetes clinics and home visiting. Health education sessions were delivered at local schools, relating to significant local issues such as HIV/AIDS education and gastro-enteritis management. Anecdotal evidence and focus group data revealed that students readily identified and addressed client education deficits relating to medication administration, diabetes and lifestyle management and wound care. Despite being indigenous to the country, students described significant learning experiences and increased ability to relate primary health care theory to practice, specifically in relation to social justice and equity issues. 20 minute Presentation at RCNA CPHC Conference, Hobart, 2011