Nurse educator · 2026
From Backroads to Bedside: Overcoming Rural Nursing Education Barriers.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Hudson-Gallogly Kim, Haddad Lisa, Clements Paul Thomas
Аннотация
BACKGROUND: Rural areas face a persistent shortage of Bachelor of Science in Nursing-prepared nurses, impacting health care access and equity.
PURPOSE: This article examines barriers to rural clinical placements for undergraduate nursing students and introduces a faculty-led immersion model as a sustainable solution.
METHODS: The article integrates existing literature, professional experience, and illustrative examples to identify student, faculty, and institutional barriers. It highlights the new Rural Immersion Capstone Model (RICM), developed at a Texas public university, to support rural workforce development.
RESULTS: Key barriers include financial constraints, housing shortages, limited faculty availability, and inadequate clinical infrastructure. RICM addresses these through a 2-week embedded experience combining community engagement and supervised practice.
CONCLUSIONS: Redesigning rural clinical education requires strengthened academic-practice partnerships, faculty support, and experiential learning. Immersion models like RICM may foster rural nursing identity and offer scalable solutions to enhance workforce sustainability.
PURPOSE: This article examines barriers to rural clinical placements for undergraduate nursing students and introduces a faculty-led immersion model as a sustainable solution.
METHODS: The article integrates existing literature, professional experience, and illustrative examples to identify student, faculty, and institutional barriers. It highlights the new Rural Immersion Capstone Model (RICM), developed at a Texas public university, to support rural workforce development.
RESULTS: Key barriers include financial constraints, housing shortages, limited faculty availability, and inadequate clinical infrastructure. RICM addresses these through a 2-week embedded experience combining community engagement and supervised practice.
CONCLUSIONS: Redesigning rural clinical education requires strengthened academic-practice partnerships, faculty support, and experiential learning. Immersion models like RICM may foster rural nursing identity and offer scalable solutions to enhance workforce sustainability.