Standard 3 - Student empowerment

Student veterinary nurses must receive relevant and effective inductions in order to safely study on campus and train in practice. The induction process is not prescribed, but should be relevant to the AEI, delivery site and TP, and cover health and safety processes as a minimum.

This is a good opportunity for AEIs and delivery sites to undertake initial assessments plans and review records of identified needs in order to tailor specific support moving forward.

Whilst each veterinary nurse qualification may differ, the core components of the RCVS Day One Competences, Skills and Professional Behaviours will be the same. Each student veterinary nurse must, therefore, have access to the minimum resources required in order to achieve their qualification and professional award.

The resources and facilities available must also include the specific requirements for each programme, therefore if hydrotherapy is included in the course content, students must have access to hydrotherapy facilities.

Student veterinary nurses must also have access to the requisite facilities and resources in the TP, or have secondment agreements in place if undertaking their clinical training in an auxiliary TP.

Relevant and accessible information must be available to students at all times. This is likely to be made available via an online or virtual learning platform, however, students should also receive prompt responses to queries as required for example, via online messaging or email.

This requirement links well with Requirement 1.12, with a clear opportunity to advance inter-professional learning and practice. The veterinary team is expected to support student veterinary nurse training (see Standard 6), further promoting the team-based
healthcare approach.

Student veterinary nurses also require access to a varied caseload in clinical practice, ensuring they have an opportunity to develop their skill capability across a range of patients. Secondment agreements should be in place for students who are undertaking clinical
practice in an auxiliary TP.

Diversity of delivery and assessment methods can assist with student engagement, as well as offer supportive approaches for students with diverse needs. Remote, hybrid and blended learning approaches are becoming increasingly popular, with improved use of online and virtual learning platforms. It is expected that AEIs and delivery sites utilise a robust framework that supports academic integrity and ensures fair and honest assessment practices.

Simulation based learning should be specifically considered when teaching emergency and first aid techniques, both on campus and in the TP. Online video platforms can also assist with teaching, however, this must be from verified sources.

Student veterinary nurses will all have their individual, and different, needs and preferences. Some will have very limited experience of clinical practice, whereas others may have spent 10 years working as a veterinary receptionist or veterinary care assistant. Each student needs to be supported with their training from their individual starting point.

Likewise, students presenting with additional learning needs will likely require different support, at different times, which should be facilitated by educational needs experts.

All student veterinary nurses must be allowed time in the clinical practice setting to log skills on their RCVS Day One Skills recording platform; this should be reflected in the MOU (see Requirement 2.5). This is unlikely to be a set time each week, but a time allowance must be agreed to.

Where a blended learning approach is utilised, this should also have a time accommodation during clinical placement; this should also be reflected in the MOU.

Student veterinary nurses must have the support and guidance of a nominated tutor available to them whilst completing their qualification. This may be one tutor who supports the student for the duration of their programme, or a tutor who looks after specific cohorts. Likewise, this may be a different person responsible for the tutor role whilst students are undertaking their clinical practice requirements.

Students must have access to all of the required policies and procedures in order to make an informed decision regarding withdrawing or suspending their studies.

Should a student need to take a leave of absence from their studies, they should be able to suspend for a period of time and then return when they are able to, without penalty. If a student feels that they cannot continue with the qualification, then they may wish to withdraw rather than suspend. These options, including the consideration of special considerations and programme transfer, should be fully discussed with students prior to paperwork completion.

The RCVS must be informed of student suspensions and withdrawals. Following enrolment with the RCVS, student veterinary nurses are afforded specific allowances in accordance with Schedule 3 of the Veterinary Surgeons Act. If the student is not undertaking a programme of study, they are no longer considered to be a student veterinary nurse and their RCVS enrolment must be inactivated. Furthermore, when a student returns from suspension of studies, the RCVS must be informed in order that their enrolment is reactivated. Failure to inform RCVS when a student returns to study may affect their eligibility to register.

As discussed in Requirement 3.6, student veterinary nurses will require different forms of support at different times during their training. This requirement promotes the support of this diversity, including considerations for diversity of religion, culture, and personal needs, as expected by legislative compliance.

It has been noted in recent research that this requirement is not being effectively managed, particularly in clinical practice. Whilst it is challenging to evidence that students are not being subjected to inappropriate behaviour, promoting positive clinical experiences,
teaching, and training TP personnel about appropriate behaviours, and encouraging students to raise concerns (see requirements 1.6, 1.7 and 1.8) can only help to reduce these instances in future.

As discussed in Requirement 3.3, students must be provided with timely and accurate information relating to their qualification. Additionally, students must have access to wellbeing support (see Requirement 1.2). It is hoped that well informed students can make decisions that reflect their personal requirements at any given time, enabling them to promote their own health and wellbeing.

AEIs, delivery sites and TPs should be able to demonstrate the progression of student veterinary nurses’ ability to work independently, within the confines of the Schedule 3 allowances.

This could be demonstrated via students’ increased ability to undertake independent research for assignments, for example. Additionally, it is expected that student veterinary nurses are able to reflect on their learning and assessment experiences; reflecting on practical training in the TP offers a good opportunity for this. Students should be able to demonstrate their ability to make reasoned decisions and defend their opinions, in an evidence-based manner.

Students should also be encouraged to reflect on assessment outcomes, particularly where re-assessment is required (see requirement 5.13).

This requirement offers another opportunity to strengthen the examples provided for Requirement 1.12, promoting inter-professionalism and peer teaching and assessment. Student veterinary nurses can learn a lot from each other, from both the intra- and inter-cohort perspective. Inter-cohort peer discussions, teaching and assessment can also help to develop the supervision and leadership skills expected for this requirement.

Some students will also be keen to engage in student council type initiatives, which should be promoted and supported for those who are interested.

Student veterinary nurses must receive feedback throughout the duration of their programme. This will be comprised of formative and summative assessment feedback, which should also include examination outcomes, as well as more developmental processes such as tutorials.

Students are expected to reflect on their outcomes and address any learning actions which need to be considered.

As discussed above, student veterinary nurses must receive actionable feedback, and this requirement reflects the concept back to the educators and assessors. Feedback regarding teaching, learning and assessment must be proactively sought by the AEI and delivery site. Equally, feedback relating to the practical training component must also be sought.

Nonetheless, evidence of effective review and consideration of the feedback must also be available, with clear outcomes demonstrated. For example, if students have commented that they are struggling to find relevant journal articles, a library support session could be organised to help them with their search and review processes. It is accepted, however, that not all feedback can be reasonably addressed; in this scenario, a clear rationale is expected.

This requirement supports the aims of Requirement 3.13, with regard to the development of the professional elements required of the qualification. It is accepted that some students will score quite low on the RCVS Professional Behaviour Evaluation, however, support and guidance should then be provided to help the student to progress and improve. All students must achieve a level 4 in the Professional Behaviour Evaluation by the time they have completed their qualification.

The RCVS Academy Course for Clinical Supervisors provides a detailed overview of the Professional Behaviours, what might be expected and how students can be supported to develop.