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This qualitative post-placement study examined the experiences of allied health students completing service-learning placements in two remote northern Australian First Nations communities. Semi-structured interviews were conducted with students (n=27) and thematically analysed. Students received interprofessional, discipline-specific, and cultural supervision across healthy ageing services. 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This study explores the experience of allied health students completing service-learning placements in First Nations communities. A qualitative post-placement study was undertaken. Semi-structured interviews were completed with allied health students (n=27) from Australian universities. Data was thematically analysed using inductive and deductive analysis. The settings were healthy ageing services in two remote northern Australian First Nations communities. Students received interprofessional, discipline-specific, and cultural supervision and training. Three key themes emerged: Readiness for remote practice; cultural supervision and practice; and learning and skill development. Further, the experience of immersive service-learning placements in remote First Nations communities appear to support the transformation learning process required to build knowledge, confidence, and skills to engage in culturally responsive practice. Results could inform university curriculum to better support students to prepare for rural placements, and identify resourcing requirements while students are participating in culturally immersive placements.  \nKeywords: Work-integrated learning; service-learning; cultural safety; Indigenous; education and training; Aboriginal; Torres  Strait Islander; First Nations.   \nIntroduction  \nIn direct acknowledgement of the difficulties in attracting and retaining a health workforce in rural and remote Australia, University Departments of Rural Health (UDRH), through the expansion of the Rural Health Multidisciplinary Training Program, have been tasked to deliver interprofessional placement experiences for allied health students (Stewart, 2023) . The underlying principle is that such placement experiences will help build a graduate rural and remote workforce with the skills and attributes required for rural practice (Battye et al., 2020) . Clinical placements in rural or remote settings are effective in attracting graduates to these communities (Campbell, Farthing et al., 2021; Campbell, Kennedy et al., 2021) . Although longer placements in medicine appear to be more effective in promoting a rural workforce, in allied health, the influence of placement length is inconclusive, and research suggests the quality of the placement experience plays a more significant role (Seaman et al., 2022). Placement quality for rural students is not well defined (Green et al., 2022); however, a relationship exists between student expectations, reality, and satisfaction (Tomlinson et al., 2023) . Anecdotally, students that preference rural and remote locations in northern Australia, often do so because they expect to learn skills in delivering health care to First Nations people and communities.  \nService-learning is a practice-based placement model that has grown across northern Australia to addr","cbCailvNWoAjQMTn","https://ap.wps.com/l/cbCailvNWoAjQMTn","pdf",301144,11,"English","# Abstract\n# Introduction\n## Rural and remote health workforce challenges\n## Service-learning as an interprofessional education model\n## Culturally responsive practice and transformational learning\n# Study aim and purpose","[{\"question\":\"What was the study designed to explore?\",\"answer\":\"The study explored the service-learning placement experience of allied health students in two remote Aboriginal and/or Torres Strait Islander communities (First Nations).\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A qualitative post-placement design used semi-structured interviews with allied health students (n=27) from Australian universities, followed by inductive and deductive thematic analysis.\"},{\"question\":\"What themes emerged from the interviews?\",\"answer\":\"Three key themes emerged: readiness for remote practice; cultural supervision and practice; and learning and skill development.\"}]","Preparing Allied Health Students for Culturally Responsive Interprofessional Practice in Remote Northern Australia | PDF",28]