Mrs Jessica Elliott1,2, Dr Liz Ryan1,2, Dr Leah East1,2,3, Dr Daniel Terry1,2,4
1University of Southern Queensland (UniSQ) – School of Nursing and Midwifery, Ipswich / Toowoomba, Australia, 2Centre for Health Research, University of Southern Queensland, Ipswich / Toowoomba, Australia, 3University of New England – School of Health, Armidale, Australia, 4Federation University – Institute of Health and Wellbeing, Mt Helen, Australia
Biography:
Jessie Elliott is an emerging researcher with interests in emergency nursing, immunisation practice, and knowledge translation. Her work focuses on graduate nurse employability and rural health, with a strong commitment to community-led solutions. She contributed to the development of the Charleville End to End Training Program, addressing nursing shortages in Southwest Queensland. Currently undertaking a PhD, Jessie is investigating how social and community factors influence nursing student retention in rural areas, aiming to strengthen workforce pathways in remote settings.
Abstract:
Introduction
What makes a nursing student return to a rural town—not just for a job, but for life? This study explores the often-overlooked aspect of social connection in rural nurse workforce retention. While clinical placements build technical skills, they rarely address deeper experiences of belonging, inclusion, and community engagement that influence long-term career decisions. The aim of the study is to explore how informal social interactions shape students’ sense of being part of the community.
Methods
A four-phase sequential explanatory mixed-methods design, guided by McMillan and Chavis’s Sense of Community theory, underpins the study. A scoping review confirmed a gap in the literature on socialisation during rural placements. Phase I: A survey of undergraduate nursing students post rural placement, assessed their social engagement and sense of belongingness. Phase II: Focus groups then exploring lived experiences of connection and belonging. Phase III: Focus groups with rural community members to co-develop strategies that enhance placement experiences. Phase IV: Development of a co-designed community integration toolkit informed by student and community insights.
Results
Preliminary findings from Phases I and II demonstrate students engage socially with rural communities about three times per week, such as through chats at the bakery, pub dinners, and community events. Those who feel welcomed and recognised are more likely to consider returning post-graduation. Stronger social ties are also linked to greater confidence in clinical performance and community fit. Barriers include academic workload, poor internet access, and distance from home.
Conclusions
Embedding belonging into rural placements may be key to strengthening the rural nursing pipeline. A co-designed community integration toolkit will support deeper social connections, enhancing placement experiences and long-term retention. By fostering a sense of community, we can grow nurses who do not just work in rural areas, they stay, thrive, and integrate.