Elements of the social return of investment analysis | Number of people potentially affected | Number of people actually affected | What will change? | How will this be measured and valued*† | |
RETURN: Students | Student’s intent to work in the rural area post-graduation | TBC | TBC | One student/health professional who is influenced to work, or continue to work, in a rural area | Reference point: cost of rural allied health workforce turnover, inflated by the consumer price index https://www.abs.gov.au/ |
Students have an increased understanding of First Nations cultures (ways of knowing, being and doing that are contextually relevant to the Lachlan region) | TBC | TBC | Students have an increased understanding of First Nations cultures | This will be explored with First Nations peoples, as well as students, supervisors, host organisation staff and the community, during the interviews. Where appropriate, this will be further defined, quantified and valued from the different perspectives | |
Student connection to the First Nations community | TBC | TBC | Improved student connection to the First Nations community | ||
Enhanced student learning | TBC | TBC | Enhanced student learning | In addition to interview and survey data, the literature will be reviewed to further quantify the value | |
Enhanced student connection with the community | TBC | TBC | Enhanced student connection with the community | ||
Enhanced student capabilities/skills | TBC | TBC | Enhanced student capabilities/skills. Each skill identified will be specified and valued | ||
Enhanced student experience during placement | TBC | TBC | Enhanced student experience during placement | ||
Enhanced student sense of community belonging | TBC | TBC | Enhanced student sense of community belonging | ||
Enhanced student teamwork within the placement organisation | TBC | TBC | Enhanced student teamwork within the placement organisation | ||
Enhanced student teamwork external to the placement organisation | TBC | TBC | Enhanced student teamwork external to the placement organisation | ||
Unintended impacts described during the data collection period | TBC | TBC | TBC | ||
RETURN: Organisations and clinical supervisors | Health staff/supervisors have an increased understanding of First Nations cultures (ways of knowing, being and doing that are contextually relevant to the Lachlan region) | TBC | TBC | Health staff/supervisors have an increased understanding of First Nations cultures | This will be explored with First Nations peoples, as well as students, supervisors, host organisation staff and the community, during the interviews. Where appropriate, this will be further defined, quantified and valued from the different perspectives |
Supervisor connection to the First Nations community | TBC | TBC | Increased supervisor connection to the First Nations community | ||
Enhanced supervisor connection with the community | TBC | TBC | Enhanced supervisor connection with the community | In addition to interview and survey data, the literature will be reviewed to further quantify the value | |
Enhanced supervisor capabilities/skills | TBC | TBC | Enhanced supervisor capabilities/skills. Each skill identified will be specified and valued | ||
Enhanced supervisor experience during placement | TBC | TBC | Enhanced supervisor experience during placement | ||
Enhanced supervisor sense of community belonging | TBC | TBC | Enhanced supervisor sense of community belonging | ||
Enhanced supervisor teamwork within the placement organisation | TBC | TBC | Enhanced supervisor teamwork within the placement organisation | ||
Enhanced supervisor teamwork external to the placement organisation | TBC | TBC | Enhanced supervisor teamwork external to the placement organisation | ||
Unintended impacts described during the data collection period | TBC | TBC | TBC | This will be explored with supervisors and host organisation staff during interviews | |
RETURN: Rural community | Health worker employment and/or retention in rural areas | TBC | TBC | Increased health worker employment and/or retention in rural areas | Reference point: cost of rural allied health workforce turnover, inflated by the consumer price index https://www.abs.gov.au/ |
Stimulation of the local economy (including additional visitors in the region and student engagement in community activities) | TBC | TBC | Stimulation of the local economy | In addition to interview and survey data, the literature will be reviewed to further quantify the value | |
Increase in community referrals to health services (including the First Nations community) | TBC | TBC | Increase in community referrals to health services | ||
Increase in community referrals to community-based programmes (including the First Nations community) | TBC | TBC | Increase in community referrals to community-based programmes | ||
Increase in community engagement in health prevention programmes (including the First Nations community) | TBC | TBC | Increase in community engagement in health prevention programmes | ||
Increase in community engagement in health education programmes (including the First Nations community) | TBC | TBC | Increase in community engagement in health education programmes | ||
First Nations families and community members feel more comfortable talking to health professionals | TBC | TBC | First Nations families and community members feel more comfortable talking to health professionals | This will be explored with First Nations peoples during interviews. Where appropriate, this will be further defined, quantified and valued from the perspective of First Nations peoples | |
First Nations families and community members build knowledge of health conditions | TBC | TBC | First Nations families and community members build knowledge of health conditions | ||
Unintended impacts described during the data collection period | TBC | TBC | TBC | This will be explored with members of the community, during interviews |
*Data collection will involve valuing the unit for each element and establishing the number of units for each element to allow extrapolation of costs across the RHMT programme.
†Where the value of a benefit cannot be captured as a dollar value via the surveys and interviews, the literature will be reviewed for a proxy valuation, and if this is not successful, a value will not be applied, and the benefit will only be described.