| Australia |
Post-graduation: internship in rural unit(1111. Lea J, Cruickshank M. Supporting new graduate nurses making the transition to rural nursing practice: views from experienced rural nurses. J Clin Nurs. 2015;24(19-20):2826–34.)
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Isolation and lack of bond with the team and community were overcome, and communication and relationship skills were acquired. The experience was favorable for the formation of professionals to work in the rural setting. |
| Australia |
Post-graduation: internship using tutoring(44. Mills J, Francis K, Bonner A. Getting to know a stranger—rural nurses' experiences of mentoring: a grounded theory. Int J Nurs Stud. 2008;45(4):599–607.)
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Tutoring was identified as an alternative to rural nurses' formation. It provided a supportive and safe environment for the development of skills and competences. However, it was an unexplored resource in formation, with the potential to train professionals who recognize the regional and cultural characteristics of the community, one of the challenges of contemporary nursing. |
| USA |
Post-graduation: advanced nursing practice course with emphasis on the rural setting(1212. Hauenstein EJ, Glick DF, Kane C, Kulbok P, Barbero E, Cox K. A model to develop advanced practice nurses for rural practice. J Prof Nurs. 2014;30(6):463–73.)
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The course involved participatory learning and distance learning. Provided learning experiences to meet the specific health needs of rural populations. |
| Canada |
Post-graduation: distance learning advanced nursing practice course with emphasis on the rural setting(1313. Place J, MacLeod M, John N, Adamack M, Lindsey AE. “Finding my own time”: examining the spatially produced experiences of rural RNs in the rural nursing certificate program. Nurse Educ Today. 2012;32(5):581–7.)
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It favored the access to formation focused on rural practice. Nurses applied the knowledge and practices in their own workplace, and qualified the care provided. |
| USA |
Graduation: simulated activity with cases of rural families(1414. Tschetter L, Lubeck P, Fahrenwald N. Integrating QSEN and technology to address rural health care: initial outcomes. Clin Simul Nurs. 2013;9(10):e469–75.)
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Met the teaching needs by recognizing the value of collaboration and teamwork. Students were trained to work in different rural settings. |
| Australia |
Graduation: curricular internship in a rural health unit(1515. Pront L, Kelton M, Munt R, Hutton A. Living and learning in a rural environment: a nursing student perspective. Nurse Educ Today. 2013;33(3):281–5.)
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Positively influenced students' learning and allowed their experience of care processes different from those in urban areas that require specific knowledge and skills. |
| Canada USA |
Graduation: curricular internship in a rural health unit(1616. Yonge OJ, Myrick F, Ferguson LM, Grundy Q. Nursing preceptorship experiences in rural settings: “I would work here for free”. Nurse Educ Pract. 2013;13(2):125–31.)
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Inserted the student in the community, gave opportunities for rural nursing practice and bonding with the community. Contributed to the return of former graduates to work with nurses in rural areas. |
| Australia |
Graduation: curricular internship in a rural health unit(1717. Sanderson H, Lea J. Implementation of the Clinical Facilitation Model within an Australian rural setting: the role of the Clinical Facilitator. Nurse Educ Pract. 2012;12(6):333–9.)
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Experience beyond clinical learning in rural nursing has contributed to build awareness about the importance of cultural, community and personal relationships in nursing care. |
| Canada |
Graduation: curricular internship in a rural health unit(2121. Sedgwick MG, Yonge O. Undergraduate nursing students' preparedness to “go rural”. Nurse Educ Today. 2008;28(5):620–6.)
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The preparation of students should include cognitive functions, psychological preparation and the acquisition of advanced clinical skills. |
| Australia |
Graduation: distance learning undergraduate course for rural community students(55. Latham H, Giffard L, Pollard M. University and health service partnership: a model to deliver undergraduate nurse education in rural Australia. Collegian. 2007;14(1):5–10.)
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The model provided a formation alternative by promoting the sustainability and viability of Australian rural health services. |
| Canada |
Graduation: curricular internship in a rural health unit(2020. Skaalvik MW, Gaski M, Norbye B. Decentralized nursing education in northern Norway: a basis for continuing education to meet competence needs in rural Arctic healthcare services. Int J Circumpolar Health. 2014;73(1):25328.)
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The internship in the rural setting presented many new situations and required clinical skills before insertion in the field, because students can feel overwhelmed in these situations. |
| USA |
Continuing education(1919. Fairchild RM, Everly M, Bozarth L, Bauer R, Walters L, Sample M, et al. A qualitative study of continuing education needs of rural nursing unit staff: the nurse administrator's perspective. Nurse Educ Today. 2013;33(4):364–9.)
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The need to perform activities for the paradigm shift favored the self-reflection and empowerment of the team and users with the aim to overcome the challenge of addressing controversial issues such as violence, female exploitation and moral harassment. Regarding care, the suggested themes were: patient safety; quality of care and management of the health unit. |
| Norway |
Continuing education(1818. Burman ME, Fahrenwald NL. Academic nursing leadership in a rural setting: different game, same standards. J Prof Nurs. 2018;34(2):128–33.)
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Demonstrated the need to perform activities in the workplace. Activities at distance and flexible hours that do not occupy the entire work shift. |
