Lack of formal help risks future health workforce
In a renewed push to strengthen Australia’s rural health workforce, recent findings are shining a spotlight on the experiences of mature-aged students who are striving to become nurses and allied health professionals. While these students bring a vital sense of belonging and community attachment—key ingredients for improving health outcomes in regional and remote areas—a lack of formal study support could jeopardise their success.
Under the current higher education reforms outlined in the Australian Universities Accord Final Report, policymakers are aiming to make tertiary education more accessible and equitable for people in rural areas. They see mature-aged students, many of whom already live in these communities, as crucial to addressing chronic workforce shortages.
However, fresh evidence from a case study conducted at three rural Victorian university campuses found no formal support systems for mature-aged students in nursing and allied health, even though they comprised over half of the cohort. This gap in support could hamper efforts to build a sustainable rural health workforce.
For Shepparton local Mrs Armstrong, who is studying for a Bachelor of Nursing, juggling school and home life has been both challenging and stressful. “Balancing studies with family responsibilities and working can be at times overwhelming. The lack of flexibility in placements makes it difficult to balance academic requirements and personal life.”
Despite requesting a local placement, she felt her responsibilities as a mother were overlooked. “The demands of nursing studies combined with the responsibilities of raising children with a lack of support leads to additional stress.”
Although online assistance is available, it often falls short for students in remote areas. “The constant redirection to online services leads to delays and further stress when trying to navigate the return to study as a mature-aged student.”
Many mature-aged learners rely on informal supports offered by staff who understand their unique needs. Yet these efforts go mostly unrecognised, and there is concern that some students may be left behind if they don’t proactively seek help.
Despite these hurdles, Mrs Armstrong highlighted the value of peer support and dedicated teachers, noting that their engagement helped keep her motivated. “I have been fortunate to have lecturers who are very engaging and experienced which has been very helpful in remaining motivated and excited in my learning.”
As universities and policymakers look to expand and reshape the rural health workforce, it’s increasingly clear that more formal, structured support is needed—especially tailored to each community’s needs. By putting these measures in place, stakeholders believe they can better harness the talents of mature-aged students and secure the healthcare future of regional, rural and remote Australia.
Ritchelle is a Content Producer for Healthcare Channel, Australia’s premier resource of information for healthcare.