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From Backroads to Bedside: Overcoming Rural Nursing Education Barriers
Kim Hudson-Gallogly1, Lisa Haddad, Paul Thomas Clements
1Author Affiliations: College of Nursing, Texas A&M University, Bryan, Texas (Dr Hudson-Gallogly and Dr Haddad); and Center for Excellence in Forensic Nursing, College of Nursing, Texas A&M University, Bryan, Texas (Dr Clements).
Background:
Rural areas face a persistent shortage of Bachelor of Science in Nursing-prepared nurses, impacting health care access and equity.
Purpose:
This article examines barriers to rural clinical placements for undergraduate nursing students and introduces a faculty-led immersion model as a sustainable solution.
Methods:
The article integrates existing literature, professional experience, and illustrative examples to identify student, faculty, and institutional barriers. It highlights the new Rural Immersion Capstone Model (RICM), developed at a Texas public university, to support rural workforce development.
Results:
Key barriers include financial constraints, housing shortages, limited faculty availability, and inadequate clinical infrastructure. RICM addresses these through a 2-week embedded experience combining community engagement and supervised practice.
Conclusions:
Redesigning rural clinical education requires strengthened academic-practice partnerships, faculty support, and experiential learning. Immersion models like RICM may foster rural nursing identity and offer scalable solutions to enhance workforce sustainability.
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