Based in the Hunter Valley region of New South Wales, Hayley Johns reflects on her experiences as a newly-graduated podiatrist in a rural location. Hayley is participating in a clinic mentor initiative by her employer Hunter Podiatry Services.
I hope this article encourages podiatry students and podiatrists alike to connect with the groups I mention below. These opportunities have been enormously valuable and helped to clarify a career pathway in rural and remote healthcare.
As part this program, my caseload in this initial year has progressively increased to incorporate general skin and nail treatments, neurovascular assessments, orthoses scans, fittings and reviews; alongside providing Extracorporeal Shockwave Therapy, Swift wart treatments, laser for fungal nails and nail surgeries.
Building clinical relationships with my patients. Not only assisting people with their podiatric care but developing rapport with regular patients and learning about their incredible life experiences along the way.
My student membership with the Australian Podiatry Association gave me access to clinical and professional resources, professional indemnity and public liability insurance, as well as webinars, e-courses for students plus discounts on other CPD activities and conferences.
While at university, I joined BREAATHHE (Bringing Rural Experience And Awareness To Hunter Health Education). As one of the largest rural health clubs in the country, BREAATHHE members include medicine, nursing, midwifery and allied health students who strive to contribute to the future of healthcare.
BREAATHHE members can visit rural areas, attend clinical skills sessions and rural conferences, develop Aboriginal and Torres Strait Islander health awareness, seek out networking activities, and attend guest speaker sessions and fundraising events.
My position at BREAATHHE led to a two-year term as an Allied Health Officer with the National Rural Health Student Network (NRHSN). During this time I worked with a team to support 29 rural health clubs across Australia. The goal was to increase awareness for healthcare services in rural and remote communities.
I was also fortunate to complete a university practical placement at Tamworth Hospital in the Hunter New England Local Health District. I worked with high-risk cases and in general rural community outreach, which was extended to remote areas via the assistance of the Royal Flying Doctor Service. This highlighted the genuine need for a variety of co-ordinated allied health services within rural communities.
Along similar lines, the New South Wales Rural Doctors Network (NSW RDN) provides support to rural health clubs. The NSW RDN developed Rural Health Pro, an online platform that aims to inform, inspire and engage our rural health workforce and promote greater collaboration with other health professionals. NSW RDN also offers rural immersion experiences, scholarships and assistance to develop skills and prepare job applications. Available to NSW and ACT university students from a range of disciplines – including allied health – Go Rural road trips are an incredible opportunity to visit rural and remote communities and see first-hand the benefits of working rurally.
During my time as an Allied Health Officer with the NRHSN I also collaborated with Services for Australian Rural and Remote Allied Health (SARRAH), assisting the organisational and scientific committees to increase the value of student membership. As a SARRAH student ambassador, I advocated for funding for the continued development of a Transition to Remote and Rural Allied Health Practice Toolkit, and assisted in the creation of content for the SARRAH student member group.
SARRAH is definitely worth checking out if you haven’t already. Alongside a range of initiatives, SARRAH offers Cultural Responsiveness Training – delivered through Indigenous Allied Health Australia (IAHA). SARRAH also offer the Allied Health Rural Generalist Pathway, which has been under development since 2013. This pathway aims to increase rural and remote access across Australia to a highly skilled allied health workforce. I think this could certainly provide an interesting opportunity for post-graduate podiatrists who work in rural or remote health settings, with specific clinical relevance to podiatrists.
Students may also wish to consider volunteering opportunities within their local communities. For the past three years I have volunteered as a First Responder with St John Ambulance Australia. This has been a great way to give back, build on relevant clinical skills, meet new people and have fun within my community. My involvement with volunteering was acknowledged by the University of Newcastle through their inaugural Career Connect Award, which has greatly assisted in post-graduate life.
Securing qualified professionals is a challenge for most businesses. The importance of mentoring and support is key to bridging the gap when transitioning from student to professional. I consider it as a vital extension to academic studies. In my final year of study, I reached out to a local podiatry clinic for casual work experience one day a week. This introduced me to the reality of clinical practice, and has nurtured the journey into my career.
Another surprising challenge I have come across is that the knowledge of podiatry services can be limited within rural communities. Describing my job to an elderly gentleman in a social setting recently, the word ‘podiatrist’ was foreign to him. We did however find common ground with his recognition of a ‘chiropodist’. Building a community’s awareness into the benefits of podiatry services can be a challenge, particularly with older generations.
The value of guidance for newly graduating podiatrists entering into the clinical setting cannot be underestimated. Access to professional and personal support to gain confidence in a new environment helps to create an effective employee.
Initiatives such as the afore-mentioned development of a Transition to Remote and Rural Allied Health Practice Toolkit by SARRAH will be an incredibly valuable resource. Additionally, opportunities for career progression in rural and remote podiatry is likely to increase attraction to working in these locations.
The continuation of advocacy and awareness of the role of a podiatrist is essential for our current and future patients. Perhaps the challenges relating to this aspect can be overcome through education, with support for the great work of the Life Ed program, creating a focus on specialist areas such as podiatry. There is a need to increase the health literacy and knowledge of rural and remote communities into the different forms of healthcare. Open discussions and collaboration with all levels of government, when it comes to providing adequate services and equipment to rural and remote communities, is a continuing challenge. Then there is the education required to encourage the coordination of interaction between healthcare professionals.
Collaboration is the spirit of rural communities. Growing up in a small country town, I witnessed the benefit of organisational teamwork to make a real difference in the lives of community members. Community-based voluntary organisations bring together a broad range of individual expertise working together to achieve a central goal. It is with this spirit that allied health professionals achieve better patient outcomes by focusing on a coordinated multi-disciplinary approach.
One of the most rewarding aspects of working in a rural community is providing podiatric care for a husband and wife, a family friend, or the grandfather of a school friend. I enjoy approaching each patient holistically, to prioritise their individual care with consideration for local referral connections that can support their overall health and wellbeing.
Some of my days may be entirely devoted to nail and skin care. However, it is rewarding to listen to my patients and communicate evidence-based information in response to their podiatric questions. I enjoy interacting with the broad tapestry of individuals, healthcare professionals and industry leaders.
With podiatry there is great job satisfaction in providing immediate assistance to patients in the space of a single appointment, and to continue with longer-term benefits. This might not change the world but it may make a world of difference to that individual.
I encourage students to seek out extra-curricular opportunities in addition to their tertiary studies. Proactive participation in your own education at the start of your career is the first step in lifelong learning. Engage in the full breadth of learning experiences through the variety of opportunities available to university allied health students. This can assist in the practical application of course theories and even provide a career focus. Learning through experience has been an essential part of becoming a skilled clinician, and valuable member of a workplace.
My right foot…. I’ve heard it’s the best way to start the day! Jokes aside, every day I strive to be the best podiatrist I can be and that includes ensuring that the last patient of the day is treated with the same enthusiasm and care as the first patient of the day. Providing an efficient and thorough service to my patients adds value for the patient, myself and my workplace. This has also resulted in some very kind comments and referrals from my patients.
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