Background: Student-run clinics (SRCs) offer an innovative approach to expand healthcare access and equity and increase clinical placement opportunities for students. However, research on the health benefits and/or outcomes of such clinics is currently fragmented. Methods: An integrative review was conducted to capture and synthesize findings across a range of study types involving varied student disciplines, student delivered intervention types, and health conditions addressed or care areas of focus. Only published and peer reviewed studies were included. Studies needed to report outcomes in a defined study group measured over time, or report SRC data with explicit comparisons to non-SRC settings. Data were analyzed using inductive content analysis to identify major themes and natural clustering of health outcomes measured. Results: Fifty-one articles were selected for review based on the eligibility criteria. Studies were predominantly from the United States, and most (n = 34, 67%) adopted a case review methodology for measuring outcomes. Health outcomes were evaluated in relation to a range of health conditions that, for the purposes of this review, were considered to naturally cluster into eight categories: diabetes, hypertension, functional health/quality of life, depression, hospital utilization, substance use, weight, health screening/vaccinations, and others. Conclusion: This integrative review sought to evaluate the health outcomes accrued by patients in student-run health clinics. Taken as a whole, the literature suggests positive health outcomes resulting from student-run clinics across a range of health conditions. Greater confidence in care-related findings would be achieved from future research utilizing more robust and prospective study designs.

Student-run clinics (SRCs) offer unique opportunities for students to engage in healthcare delivery, but the student learning outcomes of such clinics have not yet been systematically examined in a comprehensive manner. The purpose of this review was to appraise and synthesize existing literature pertaining to student learning outcomes associated with participation in SRCs. A systematic review was undertaken using PubMed, CINAHL, and Web of Science databases. The quality of articles that met inclusion criteria articles was appraised using the Mixed Methods Appraisal Tool (MMAT). Study details, such as learning outcomes, were also extracted. Ninety-two studies met inclusion criteria. Most studies were conducted in North America (n = 73, 79.3%), and related to clinics involving solely medical students (n = 35, 38.0%) or multi-professional clinics (n = 34, 37.0%). Demonstrated learning outcomes of SRC participation include clinical skills, interprofessional skills, empathy/compassion for underserved patients, and leadership. SRC participation had little apparent impact on students’ future career directions. Quality appraisal via the MMAT found mixed levels of research quality amongst reviewed studies. In summary, while SRC participation appears to offer benefits for student learning, improved study design and research outside of North American contexts would further advance knowledge.

Higher education provision is a critical enabler of local, regional, and national social and economic development. Benefits of participation are well understood, but less is known about the relationship between the geographic location of students (relative to higher education institutions), their study choices, and subsequent outcomes. This scoping review explored existing evidence about the impact of geographical location (place) on course choices, completion rates, and achievement. Findings suggest that greater distance of students from institutions negatively impacts achievement and program/course completions. Distance to study institutions may also influence study choices, including level and field of study. Higher education providers must consider how best to spread resources regionally and better enable access for those from regional, remote, and/or rural backgrounds. Policymakers should consider location as a key factor in improving access and addressing inequalities in higher education.

Aims and Objectives: To evaluate a rapid response student telehealth placement experience implementing interRAI assessments of community‐dwelling frail older people during the COVID‐19 pandemic. To identify lessons to inform future telehealth clinical placements.Background: New Zealand undertakes assessment of older people with disabilities using the interRAI contact assessment tool for less complex conditions and home care assessment tool for complex needs. New Zealand entered lockdown in March 2020 in response to COVID‐19. New Zealand's most vulnerable community members required urgent needs assessment.Design: A clinical placement whereby 3rd year undergraduate nursing students trained by interRAI‐NZ educators worked remotely from home delivering telehealth assessment for ‘at risk’ older people across the Waikato District, New Zealand. This represented the first telehealth experience within an undergraduate nursing program approved by the New Zealand Nursing Council.Methods: A case study evaluation utilising mixed method questionnaire and qualitative techniques within an interpretive paradigm. 19 third year students in the fifth semester of a Bachelor of Nursing program and 5 nursing staff members engaged in delivery of the initiative completed pre‐ and post‐placement short answer questionnaires. Reflective diaries were maintained by students on placement. Post‐placement interviews and focus group discussions provided in‐depth data. COREQ guidelines informed analysis and reporting.Results: Student and tutor responses showed consistent themes: tackling COVID‐19; implementation requirements; nursing competencies; provider relationships; and community insights. These provide insight and highlight lessons learnt from this initiative.Conclusions: Student confidence in therapeutic engagement and clinical assessment and interest in aged care was increased, confirming the viability and importance of this inaugural telehealth student placement initiative.Relevance to Clinical Practice: Graduate work readiness is enhanced through telehealth placement experience and interRAI assessor training. These are recommended as core components of future nursing education programs.

Numerous scholars have examined how governments in particular times and places have classified their populations by ethnicity, but studies that are both cross-national and longitudinal are rare. Using a unique database of census questionnaires, we examine state practices of ethnic enumeration over a 50-year period (1965–2014) in the 24 countries and areas that comprise Oceania. The region’s extraordinary linguistic and cultural diversity, combined with its complex colonial history and indigenous politics, make it an ideal site for comparative analyses. We find a shift from biological conceptions of difference to a more cultural understanding of group identity, exemplified by a sharp rise in language questions and the decline of race-based inquiries. While local identity labels have largely displaced colonial categories, the imprimatur of previous regimes still lingers, particularly in Melanesia. These shifts in official constructions of ethnoracial differences reflect a gradual lessening of colonial influences on demographic practices.

‘Access for all’ is a recurring theme in tertiary education. In Aotearoa New Zealand improving access for underserved groups, including Indigenous Māori, is a priority to educational reforms. We undertook a realist evaluation of tertiary education sector participation rates across three regions formerly served by three separate industry training providers. Analysis of enrolment data across the regions reveals ‘ educational deserts ’ with limited access and low participation in several areas, despite longstanding policy rhetoric regarding equity of access for rural and Māori communities. Patterns are also observed between regions in the level of enrolments outside main population centers, which we argue relate to strategic decisions taken by providers influenced by funding settings. Five considerations arise for policy and leadership practice: (1) the impact of centralisation in creating ‘ educational deserts ’; (2) the relationship between funding models and an entity's ability to deliver regionally; (3) the possible impact of international students on domestic students and host organisations; (4) the relationship between ‘belonging’ and tertiary education participation; and (5) an entity's role in closing equity gaps. Current reforms must move beyond rhetoric and avoid overly centralised education and training provision. Effective policy and resourcing solutions are critical to address current inequities.