Aims: This project sought to collaboratively co-design, implement and evaluate student placements in residential aged care (RAC) that centred older person needs whilst enhancing student learning. Health professions students must develop graduate capabilities to work with older people to meet workforce demands, and yet student placements in aged care settings are uncommon in many disciplines. Using co-design to build placement capacity was employed to maximise stakeholder engagement and sustainability, whilst meeting the needs of older people and students.
Methods: The co-design approach was situated within a pragmatic philosophy and participatory action research methodology to maximise the opportunity for meaningful and sustainable outcomes. Interviews were conducted with older people, their families and staff in RAC to identify the needs and experiences of older people living in RAC, and to explore opportunities for students to enhance their care. These data and further consultation with older people, RAC and education stakeholders informed the co-design of four novel student placement models.
Results: Three of four co-designed placement models were piloted with 198 students from paramedicine, psychology and occupational therapy disciplines across multiple RAC facilities. Integrated stakeholder engagement and evaluation measures informed flexible implementation and progressive improvements. Outcomes suggest students can engage meaningfully with older people and enhance the older person experience. Placement implementation and evaluation continues.
Conclusions: Co-design is a useful strategy to contextualise education delivery in RAC to meet the needs of the older person, RAC organisation, students and educators. Continual and purposeful stakeholder engagement is vital to maximise effective and sustainable outcomes.