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.
Hudson-Gallogly et al. (Tue,) studied this question.