The first offering of the Health Career Exploration course was developed in partnership with the University of South Dakota (USD) and supported in part by grant funding from South Dakota Association of Healthcare Organizations Health Research and Trust (SDAHO HRET). The program launched in fall 2025 with six students from rural communities including Yankton, Beresford, Huron, and Wolsey. Although the pilot group was small, early outcomes were highly encouraging. Students demonstrated an average 22.6% increase in knowledge about health careers and rural health work from pre‑test to post‑test. They also reported greater interest in rural health careers, stronger understanding of the wide range of health professions, and increased appreciation for the value of part‑time work in health care settings.
Course Purpose: Building a Rural Health Workforce Pipeline
The Health Career Exploration course is a direct result of the HRSA Rural Health Network Development Grant awarded to SDAHO HRET in July 2023. This four-year grant supports the development and implementation of workforce initiatives, with continued funding tied to measurable progress and the timely completion of deliverables and reporting to HRSA.
Through this funding, the South Dakota Rural Workforce Network was established, bringing together rural health care facilities, colleges, and a social services organization to collaboratively strengthen the rural health care workforce. The network’s shared goal is to improve access to care across rural South Dakota by building a sustainable pipeline of essential workers and creating clear pathways into rural health careers.
As part of this effort, the Health Career Exploration course was developed to introduce students to careers in health care, with a particular focus on essential roles such as dietary, housekeeping, and certified nursing assistant positions. Emma Andrews, a student at Beresford High School, enrolled in the course in fall 2025 after learning about it through HOSA. Emma said the course expanded her understanding of opportunities in health care. “The most impactful aspect of this course was broadening my knowledge and awareness of health care occupations, educational pathways, and the challenges facing rural health.”
These roles are critical to the day-to-day operations of rural hospitals and health centers and provide students with meaningful, hands-on exposure to health care environments while supporting the long-term sustainability of the rural workforce. Shae Uttecht of Wolsey, SD, said the course helped shape her future career direction: “This course clarified my career plans by introducing me to radiologic technology. Without it, I likely would have taken a completely different path.”
The course is designed to:
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Provide rural students with an accessible introduction to health careers
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Highlight the importance and rewards of working in rural communities
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Demonstrate the benefits of part‑time health care work for students and rural employers
Students learn how entry‑level roles help them explore whether health care is the right fit, gain hands‑on experience, and build résumés that support admission to competitive health programs. At the same time, rural communities benefit from a pipeline of students who understand the value of these positions and are prepared to fill critical workforce needs. Emma, who works part time as a CNA at the Bethesda of Beresford Nursing home, reflected on what she learned about workforce challenges. “I learned about the shortages of health care professionals and the limitations in rural health. This surprised me because, even living in a rural area, I hadn’t realized how significant those challenges are.”
Shae shared that the course increased her confidence is pursuing a career in rural health care, saying “The course showed me how welcoming rural health care facilities can be. It also showed me how many options I have, and how great it can really be to work in a rural area. I am hoping to return to an area near my hometown of Wolsey.”
Curriculum Focused on Rural Health and Real‑World Experience
The course includes foundational content on rural health, rural health disparities, and the unique challenges and opportunities within rural health systems. Students also complete an interview with a rural health professional, giving them firsthand insight into rural practice. Speaking about the interview component, Shae added: “One thing that stood out to me was how much interviewers value personality. They want to get to know you, not just hear rehearsed answers, which was really helpful to learn.”
Assessment is a key component. Students complete pre‑ and post‑tests measuring their knowledge of health careers, as well as Likert‑scale surveys evaluating their interest in health care, interest in rural practice, and their perception of the value of part‑time health care work.
Enhanced Recruitment Strategies Lead to Record Interest
Following the pilot, recruitment efforts were strengthened for the fall 2026 cohort. Recruitment began earlier, launching in early March, and outreach to high school counselors in rural districts significantly increased visibility. These improved strategies have been highly effective.
More than 60 students from across South Dakota have already completed the interest survey for fall 2026, far exceeding the number of funded seats available. This level of enthusiasm reflects both the need for rural health workforce development and the appeal of a free, career‑focused course tailored to rural students.
Funding and Enrollment Opportunities
The grant provides funding for 20 students for the upcoming fall semester, including all course materials. Students are selected on a first‑come, first‑served basis based on when they complete the interest survey. If a student is not selected for one of the funded seats, they can still enroll in the dual credit online section at a reduced rate. This provides an additional pathway for students who want to participate in the course and expands access beyond what the grant alone can support.
Lindsay Stroman, Workforce Development Coordinator with SDAHO, emphasized the importance of the partnership and its early impact. “This partnership with USD made available through grant funding is creating meaningful opportunities for rural students to explore health careers in a way that is both accessible and relevant to their communities. We are already seeing how this course is building confidence, expanding awareness, and strengthening the pipeline of future health care professionals across South Dakota.”
Looking Ahead: Continued Growth and Future Offerings
With strong outcomes from the pilot and significant demand for the upcoming cohort, the future of the course is promising. The team is already exploring the possibility of offering the course again in fall 2027 to meet ongoing interest and continue strengthening the rural health workforce pipeline.
This initiative represents an important step toward preparing the next generation of rural health professionals, supporting communities, and supporting the long‑term health of South Dakota’s rural health care system. Emma encourages other students to consider the course. “Whether you’re a senior who has already chosen a college path or someone still exploring options, this course is designed to support every student and help guide future success.” Both students also added that the course improved their confidence in selecting a health care career. Shae reflected on how her perspective evolved. “Before taking this course, I didn’t realize how essential part-time health care roles are. Now I better understand their impact and importance.” Shae plans to attend Mitchell Technical College for radiologic technology and Emma has plans to major in Medical Biology followed by Medical School.
According to Amy Nelson, Program Director of Public Health and Health Sciences at USD, “Part‑time work in health care gives students an authentic look at what it means to care for others. They learn quickly, they grow quickly, and they gain experiences that make them stronger applicants for competitive programs. Rural communities benefit too—it’s a win‑win.”
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