Standard 1 - Learning culture

This requirement is essentially the core elements of health and safety. It also needs to demonstrate the considerations across all learning environments, such as campuses and training practices, but also the online or virtual learning environment. In essence, it applies to everywhere that student veterinary nurses undertake learning and assessment.

There are no elements of this requirement that AEIs, delivery sites or TPs should struggle with, as it is expected that health, safety, and welfare are always well considered.

Evidencing this requirement may include a number of policy documents. However, it is important that compliance with the policies is also established. For example, if the AEI health and safety policy stipulates that all risk assessments are reviewed annually, but the evidence submitted shows that they were last reviewed two years ago, it raises a question of compliance with the policies.

The importance of supporting and developing health and wellbeing cannot be underestimated and, whilst Requirement 1.1 allows AEIs, delivery sites and TPs to demonstrate health and safety compliance, this requirement encourages the compassionate approach expected for everyone working in the veterinary and educational professions. A thorough assessment of needs for students and staff should be considered as routine.

AEIs, delivery sites and TPs are expected to demonstrate their commitment to wellbeing and the supportive services they can offer. Evidence of access to these resources is also required, which could include data from counselling or employee assistance programmes or be as simple as a flexi-working request to accommodate childcare requirements.

This requirement focuses on the legislative expectations for AEIs, delivery sites and TPs. Similarly to Requirement 1.1, it must include consideration of the online or virtual learning environment.

VMD registration must be included for AEIs using POM-Vs for training purposes; the VMD accepts that training providers have slightly different requirements, and the RCVS will discuss this with AEIs and delivery sites as required. VMD registration is mandated for all TPs, and this should be checked by the AEI at initial approval.

Where on-site animal collections are used for student veterinary nurse training, the legislative compliance must be demonstrated. If there is an on-site animal collection, but it is not used for student veterinary nurse training, this evidence is not required, although that should be clearly indicated in any application or information submitted to the RCVS. Additionally, if staff animals are used for student veterinary nurse training, there must be appropriate policies and risk assessments in place and applied.

Similarly to human healthcare, it is important that clients know and understand who is responsible for, and involved with, the care of their animals. It is, therefore, their prerogative to withdraw consent for those in training to be involved in the care of their animal, as is the case in human healthcare. Nonetheless, promoting the importance and value provided by TPs remains an important part of assuring clients that student veterinary nurses are working under constant, direct supervision, as dictated by Schedule 3 of the Veterinary Surgeons Act, and thus are supported by regulated professionals. This requirement is not encouraging AEIs, delivery sites or TPs to indicate that student veterinary nurses provide a lower level of care, but rather to encourage clients to engage with the training process and be assured that
their animal will receive the excellent standard of care that should be expected.

Maintaining confidentiality is a requirement of UK legislation, when considered in the context of student veterinary nurse training, educational establishments, and TPs. AEIs, delivery sites and TPs should be able to clearly demonstrate the processes they follow to comply with data protection regulations and confidentiality procedures, be that two-stage authentication for accessing the computer system, or locked filing cabinets for paperwork.

It is also likely that educators and assessors will use case examples from their own clinical experience, which can provide valuable insight for student training, but must adhere to data protection requirements. Likewise, when student veterinary nurses log case examples on their RCVS Day One Skills recording platform, they must ensure that confidentiality is upheld, and patients and clients cannot be identified from the written description.

This requirement, along with Requirements 1.7 and 1.8, demonstrates the process to be followed for concerns and complaints. Whilst it is hoped that this is not a regular occurrence, it would be highly unlikely for an AEI, delivery site or TP to never receive a concern or complaint, and thus redacted examples can be submitted.

This first step in the process is simply demonstrating the process for a complaint submission, which is accessible and clear.

This is the second step in the process and should include a lot more detail regarding the application of the process.

This requirement mandates that concerns and complaints are fully and effectively addressed, in other words, they are not dismissed without investigation. However, it must also be clear that those who have submitted the complaint, as well as those who are the subject of the complaint, are treated fairly. Supportive mechanisms should be in place for everyone involved whilst the investigation is being conducted.

It is imperative, however, that animal welfare is never compromised; if a concern or complaint is submitted relating to student misconduct in a TP there must be a full investigation prior to the student recommencing work or placement hours.

This final step in the process promotes the learning culture expected of AEIs, delivery sites and TPs; everyone makes mistakes, but how that is dealt with and learnt from will have a significant impact on the future career of the individual involved.

It is expected that learning action points are instigated for those involved, with a clear commitment to improving their behaviour and aiming to prevent future mistakes. Incidents could include accidents, near-misses, breaches in confidentiality, uncivil behaviour; these examples are not an exhaustive list.

Some incidents, unfortunately, will be sufficiently serious to warrant withdrawal from the course or suspension of employment. In this scenario, it is still expected that learning actions are undertaken, to reduce the risk of the behaviour being repeated by other students or team members.

The RCVS Codes of Professional Conduct should be considered and referenced from the very beginning of student veterinary nurse training. This requirement references both of the Codes, i.e. for veterinary nurses and veterinary surgeons, in recognition of the different professionals who will be involved with the training of student veterinary nurses and ensuring that everyone knows and understands what is expected of RCVS-regulated professionals.

This requirement recognises the need for compliance with equalities and human rights legislation, ensuring that everyone is treated fairly and equally. Promotion of equality, diversity and inclusion is a key element of these standards, and it is expected that all AEIs, delivery sites and TPs engage with these initiatives.

Following on from Requirement 1.10, this offers an opportunity to demonstrate how feedback and data collection processes are informing improvements with regard to access to learning. UK educational regulation mandates this approach, and it is expected that all AEIs are actively seeking to improve access and participation. Most delivery sites will also have data and information which can be evidenced here, although it may be more difficult for TPs; safe and effective recruitment strategies could be considered as an example. Other educational regulators, for the devolved nations, for example, can also be included as examples, likewise the Institute for Apprenticeships and Technical Education (IfATE).

This requirement offers a critical opportunity for programmes and practices to develop the concept of team-based healthcare in the veterinary professions. No one individual can undertake the care of patients on their own, thus developing the recognition and respect for all roles is an important part of patient care.

Inter-professional education can include the use of external expertise, or those who are not RCVS registered but contribute to animal healthcare, such as hydrotherapists or behaviourists. Additionally, this could include co-teaching, peer-teaching, or peer-assessment, however, do be mindful that sitting students in a classroom together does not necessarily engender the inter-professional concept.

Inter-professional practice will most likely be undertaken in the TP, where student veterinary nurses are supported by a wide variety of team members. Opportunities for students to observe different types of practices can also assist with this aim.

The promotion of research opportunities can empower students to consider their own work for publication, or work with other professionals to assist with ongoing research. Equally, educators and assessors should be supported to work towards research aims.

It is imperative that student veterinary nurses are supported and empowered to understand the concept of evidence-based veterinary nursing and veterinary medicine. This should be considered from the outset of their training and strengthened throughout the programme.

Educators and assessors are expected to consider the current evidence base and ongoing developments when writing course content and assessment aims. This should encompass clinical as well as educational and pedagogical developments.

The personnel in the TPs should be maintaining their awareness of ongoing clinical developments, for example, by reviewing recent publications and considering improvements to practice. Additionally, the clinical supervisors are well placed to support with developments for the practical assessments, in reflection of current practice.

Whilst this is not a new concept, it has not been explicitly mandated in the Standards before now. It is accepted that AEIs are likely to have more resources at their disposal than some of the smaller delivery sites and the TPs, thus this requirement expects a reasonable consideration of sustainable approaches, which can be built upon in the coming years. Consideration of this important topic could be included in lesson content, aiming to inspire student veterinary nurses to take a proactive approach in creating a sustainable future for the professions.