Abstract
BackgroundVeterinary regulators require veterinary nursing students to demonstrate clinical competence prior to registration and practice as a veterinary nurse. However, in common with other medical professions, there is no one broadly accepted definition of competence. Studies in nursing have revealed that practicing nurses may view newly qualified colleagues as lacking competence, leading to disillusionment with nursing training programmes. Similar studies are lacking in veterinary nursing, despite the profession having recently undergone a similar transition from workplace-based training to undergraduate education.MethodsA mixed methods explanatory study surveyed 66 Irish registered veterinary nurses and 31 first year veterinary nursing students at two Irish third level institutions to obtain their views on what constitutes veterinary nursing competence and when veterinary nurses develop it. The surveys were followed by student focus groups and semi-structured one-on-one interviews with registered veterinary nurses. Content analysis was employed to analyse the surveys, while the focus groups and interview transcripts underwent thematic analysis.ResultsStudents perceived competence primarily as the ability to provide patient care, and they expected it to develop close to the time of graduation. RVNs held a broader definition of competence, incorporating leadership skills and confidence as well as patient care provision. RVNs expected it to take approximately two years of workplace-based experience post-graduation for a veterinary nurse to develop competence. In addition, RVNs recognised that anxiety felt by many newly qualified veterinary nurses during this period could be attenuated by mentorship from more experienced colleagues.ConclusionsIrish RVNs and veterinary nursing students perceive competence differently, similar to previous findings from the nursing profession. Educators and regulators should provide explicit descriptions of terms such as ‘competence’ to avoid confusion and possible disillusionment amongst veterinary nursing stakeholders.
Highlights
Veterinary nursing competence The Accreditation Committee for Veterinary Nurse Education (ACOVENE) defines competence as “a cluster of related skills, knowledge and attitudes that enable an individual to carry out a function in a range of situations and/or contexts” [1] p
Competence is defined in the Collins English Dictionary as ‘the condition of being capable’ or having ‘ability’, with competency being noted as an alternative and less commonly used form of competence [3]
Overview The Registered Veterinary Nurse (RVN) and veterinary nursing students who contributed to this study differed in their views of what a competent veterinary nurse can do, how long it takes to become competent and the level of clinical experience in the workplace needed to attain it
Summary
Veterinary nursing competence The Accreditation Committee for Veterinary Nurse Education (ACOVENE) defines competence as “a cluster of related skills, knowledge and attitudes that enable an individual to carry out a function in a range of situations and/or contexts” [1] p.7. The Royal College of Veterinary Surgeons (RCVS) defines veterinary nursing competence as “the ability to perform the roles and tasks required of one’s job to the expected standard” [2] p.1. Both these regulatory bodies recognise that competence is a relative term, as increasing levels of performance will be required throughout a career. They specify ‘Day One’ competencies as being at the level and range expected of a newly qualified veterinary nurse. Similar studies are lacking in veterinary nursing, despite the profession having recently undergone a similar transition from workplace-based training to undergraduate education
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