The impact of community conversations on paramedicine students’ learnings of mental health during a rural placement

Background Mental ill-health is a critical issue in Australia, significantly impacting health services. Paramedics, often the first responders to mental health crises, require robust mental health knowledge and skills. This study explores the learning of undergraduate paramedicine students attending a short-term rural placement in which they engaged in mental health conversations with rural men.
Methods This qualitative study involved 11 paramedicine students participating in a short-term rural placement at a rural agricultural event. Data were collected through focus groups and analysed using reflexive thematic analysis.
Dewey’s theoretical work on experience and education was used as a lens through which to analyse and interpret the findings.
Results Three key themes were created through the process of reflexive thematic analysis: the continuum of learning, unconsciously complex social learning, and applying knowledge through experience. Students reported increased confidence and skills in discussing mental health, highlighting the importance of practical experiences that are embedded in a safe learning environment.
Conclusions This short-term rural placement enhanced paramedicine students’ mental health knowledge and demonstrates one way to engage students to learn about mental health. Integrating such experiences into curricula
is crucial for preparing students for real-world scenarios. Supportive learning environments are essential to mitigate challenges and potential fatigue associated with engaging in mental health discourse.