Student Veterinary Nurses Research Articles

A qualitative study of final year student veterinary nurses' career plans and expectations

Introduction: The limited longevity of veterinary nurses' clinical careers is a current challenge faced in the veterinary industry. In order for veterinary nurse job vacancies to be filled, it is essential for graduate veterinary nurses to be motivated to seek employment in clinical practice. The aim of this study was to explore the career plans and expectations of final year student veterinary nurses. Method: Online semi-structured interviews with ten final year student veterinary nurses were used to collect qualitative data. Thematic analysis was used to analyse the data. Results: The results revealed that there were aspects of clinical practice the participants were looking forward to and others they perceived would be challenging and may threaten the longevity of their clinical career. An example was the demanding nature of the job role. Discussion: All participants expressed a desire to work in clinical practice following their graduation, but were aware that they were unlikely to have long-term clinical careers. It is recommended that veterinary nurse educators should support students to develop the resilience necessary for them to face the challenges of clinical practice and also help them to gain the transferrable skills they may require for alternative future career paths.

Mental health of veterinary nurses and student veterinary nurses: A scoping review.

Research has shown that veterinarians around the world are at high risk of mental health problems, but far less research has examined the mental health of veterinary nurses (VNs) and student veterinary nurses (SVNs). This scoping review aimed to map existing evidence on this topicand identify knowledge gaps. Literature searches of MEDLINE, PsycINFO, PubMed, Web of Science and Google Scholar were conducted, and a structured screening and selection procedure was applied. To be included, studies had to be peer reviewed, report relevant results specific to VNs and/or SVNs,and provide descriptive statistics if using quantitative methods. Of the 2118 publications identified, only 13 journal articles met the inclusion criteria. The findings were summarised in five categories: mental health and wellbeing, burnout, stress, compassion fatigueand moral distress. While the findings of five of the studies suggested that some VNs and SVNs experienced some form of poor mental health, these studies lacked generalisability or transferability for multiple reasons. There was also inconsistency and ambiguity in the interpretation of findings, as well as incompatible or oversimplified definitions of mental health problems. Our review excluded grey literature, such as reports, theses and conference presentations, as a preliminary search found very little empirical research on VNs' and SVNs' mental health in this type of publication. More research is needed to address the gaps in the existing evidence supporting our understanding of VN and SVN mental health. This should establish baseline measures and include comparisons with other occupational and national populations.

Awareness, perceptions and practices of UK veterinary nurses on managing the risk of malnutrition in hospitalised cats and dogs

Aims: There is minimal research surrounding malnutrition in hospitalised cats and dogs. This study investigated current attitudes, knowledge, practices and barriers for veterinary nurses when managing patients at risk of malnutrition. Methods: A 28-question online survey was distributed to UK veterinary nurses. The quantitative data underwent both descriptive and inferential analysis, while the qualitative data was analysed using latent thematic analysis. The sample totaled 56 registered veterinary nurses and 23 student veterinary nurses. Results: Respondents were less confident identifying cats at risk of malnutrition (median 7.0/10.0) compared to dogs (median 8.0/10.0). Respondents were less satisfied that malnutrition is addressed effectively in cats (median 6.0/10.0) compared to dogs (median 7.0/10.0). Satisfaction that malnutrition is addressed in a timely manner was 6.0/10.0 (median), mostly due to delayed feeding tube placement (n=23, 29%). Few respondents use a muscle condition score (n=18, 23%) and even fewer (2.5%, n=2) listed muscle loss as a risk factor. Barriers included a lack of protocols (n=53, 67%). Conclusions: Malnutrition is addressed less effectively, and assessed less confidently, in cats. Moreover, malnutrition is not addressed in a timely manner due to slow and inconsistent interventions. Therefore, education, increased awareness and protocols may aid in addressing malnutrition.

Exploring factors affecting clinical supervisors' capacity to train students during the COVID-19 pandemic

Background: The combination of the impact of the COVID-19 pandemic, increased pet ownership and recruitment difficulties in veterinary practice, has the potential to impact the clinical supervisor-led training of student veterinary nurses. Aims: This study explored the capacity for clinical supervisor-led training of student veterinary nurses and the factors contributing to reduced capacity. Methods: A questionnaire-based study of training managers in referral and primary care practice was performed, exploring difficulties encountered appointing clinical supervisors and with fulfilling the role, before, during and after the COVID-19 pandemic. Findings: There was a reduced capacity for clinical supervisor-led training of student veterinary nurses throughout and following the COVID-19 pandemic, primarily because of a lack of time for the role. Conclusion: Challenges faced in clinical supervisor-led training of student veterinary nurses have led to reduced capacity for training. Future research and innovation in clinical nursing education needs to address the lack of time for nurses to fulfil the clinical supervisor role.

Exploring the sociocultural experiences of student veterinary nurses in the clinical learning environment through the lens of situated learning theory.

Student veterinary nurses (SVNs) complete significant time in clinical placements and this training can have a positive or negative impact on the development of professional skills and identity. A cross-sectional design, using semi-structured interviews, explored 12 SVNs' experiences of clinical placements. Interpretative phenomenological analysis was used to explore each individual participant's experience, prior to the identification of themes across participants' experiences. Most students reported a sense of belonging within the practice team, which fostered engagement. Clinical supervisors were considered key role models and vital support for student progress. Students reported conflict between the demands of the practice and the requirements of their student status. Some poor interpersonal interactions led to reduced confidence. The results may not reflect experiences of the diversity of student demographics, such as those students with protected characteristics, as described in the Equality Act 2010, who may encounter specific workplace challenges. To ensure parity and positive experiences, accredited educational institutes can plan regular engagement with student feedback and support of the training practice. Training practice teams can ensure they are meeting the student's needs and fostering a positive learning environment by adhering to the RCVS Framework for Veterinary Nurse Education and Training, which will, in turn, benefit the whole team. Clinical supervisors can play a convening role in increasing belonging and participation within the clinical learning environment.

Reviewing the emotional climates of student veterinary nurses completing industry placements

Background: Student veterinary nurses (SVNs) are required to complete industry placements as part of their training. Veterinary nurse education helps prepare students theoretically and practically. This study examines how SVNs, from two cohorts of a foundation degree course in veterinary nursing from one education provider, felt during their industrial placement year and whether the preparatory support was sufficient during their time in veterinary practice. Aim: There is little reporting of the emotions SVNs face prior to starting and following completion of their work placements and how educational interventions may have a positive impact on their experiences. The aim of this study was to gain an understanding of SVNs' emotions pre- and post-work placement to help identify if there is a need for more targeted educational interventions during their studies to help them better prepare emotionally for the experiences they may face during their placements. Methods: An online questionnaire was given to two foundation degree level 5 SVN cohorts during placement (pre and post) in academic years 2019–20 and 2020–21. In total, 54 responses were submitted to 22 questions (pre-placement) and 41 responses to 58 questions (post-placement). Findings: The top three positive emotions were happiness, excitement and confidence. The top three negative emotions were sadness, anxiety and stress. The results indicated that students could benefit from protected time with their mentors and required clearer expectations prior to starting their industry placement and further support, particularly around animal euthanasia and building resilience. Limitations of the study included that the mid-study interventions that aimed to support the students may have impacted the results and, due to anonymity, we are unable to compare individual pre- and post-placement response rates. Conclusion: Education providers could be doing more to provide SVNs with a toolkit to becoming emotionally agile and resilient so as to help SVNs emotional wellbeing and preparatory support with their industry placement year.

Veterinary Nursing Students' Experience in the Clinical Learning Environment and Factors Affecting Their Perception.

Student veterinary nurses (SVNs) spend a significant proportion of their training time within the clinical learning environment (CLE) of a veterinary practice. These clinical experiences are vital for building practical and professional skills. To evaluate the current satisfaction of SVNs in the CLE, a cross-sectional survey design was used incorporating a previously validated instrument. To provide understanding of factors that may affect the SVN satisfaction, additional validated tools were added across factors, including resilience, well-being, personality, and workplace belonging. A total of 171 SVNs completed the survey. In addition, two open questions were included to provide greater depth of understanding of the SVN experiences. Results showed that 70.76% of respondents were satisfied/very satisfied with the CLE. Significant factors that affected the satisfaction scores included, depression, anxiety, and stress (p ≤ .001), psychological sense of organizational membership (p ≤ .001), agreeableness (p = .022), and emotional stability (p = .012). The qualitative data demonstrated shared SVN factors that are considered to contribute to clinical learning and those that detract from clinical learning. Educational facilities and training veterinary practices can support the SVN within the CLE by creating a greater sense of belonging, considering the SVN individual personality and well-being, and including the SVN in discussions around learning support needs.

Supporting students in practice part 2: role of the training practice team

The clinical learning environment is a complex sociocultural landscape that can be challenging to manage to support the appropriate professional development of student veterinary nurses (SVNs). The clinical supervisor is appointed to support student training in veterinary practice and is the student's first point of contact in the clinical setting. Research has shown that the wider practice team can also have a significant impact on the student experience, creating a positive or negative atmosphere for learning. It is vital that the whole team contributes to student support to create opportunities for growth and development. Being approachable and friendly, and inviting discussions, are some of the ways this can be accomplished. The presence of students in practice will also bring multiple benefits to the practice team, including a renewed perspective to problem solving and the latest evidence-based practice.

Developing the SVN CLEI: A Novel Psychometric Instrument for Evaluating the Clinical Learning Environment of Student Veterinary Nurses in the UK.

Student veterinary nurses (SVNs) in the United Kingdom can spend over half their training time within the clinical learning environment (CLE) of a training veterinary practice before achieving clinical competency. Sociocultural complexities and poor management within the CLE may have a significant impact on the learning experiences of SVNs, as has been found in studies involving student human nurses. The aim of this research was to develop and validate the SVN CLE Inventory (CLEI) using principal component analysis (PCA), via a cross-sectional design, based on inventories already established in human nursing CLEs. The SVN CLEI was distributed to SVNs via an online survey over a 3-month period, generating 271 responses. PCA resulted in a valid and reliable SVN CLEI with 25 items across three factors with a total variance explained of 61.004% and an overall Cronbach's alpha (α) of .953 (factor 1: clinical supervisor support of learning [α = .935]; factor 2: pedagogical atmosphere of the practice [α = .924]; factor 3: opportunities for engagement [α = .698]). Gaining student feedback is a requirement set out by the Royal College of Veterinary Surgeons Standards Framework for Student Veterinary Nurse Education and Training, and the SVN CLEI can be used to complement the current evaluation of the training veterinary practice CLE. This will facilitate development of a more comparable, consistent, and positive experience for SVNs during clinical training in the UK.

An evidence-based approach to workplace anaesthesia training. Part 2

Part one of this article considered the value of using educational evidence to teach student veterinary nurses (SVNs), discussed the characteristics of SVNs as learners, and described the importance of developing SVNs—not only in their anaesthetic skills, but also in becoming more self-directed professionals. As part one highlighted some of the challenges that SVNs experience as they attempt to learn in a veterinary practice, this second part will consider some common questions about veterinary nursing teaching and provide examples of techniques that can be used by registered veterinary nurses (RVNs) to improve teaching strategies for anaesthesia in the workplace. While some of the educational theories mentioned may be dated, this article aims to use supportive contemporary evidence to show how they are still relevant to help guide our teaching.

The use of an evidence-based approach for teaching student veterinary nurses during workplace anaesthesia training. Part 1

Registered veterinary nurses (RVNs) are often required to take up the role of a teacher for student veterinary nurses (SVNs) during workplace learning. Formal education training is not a routine part of the veterinary nurse curriculum and so it is common that RVNs undertaking this role do so without background knowledge of education theory. In the same way that evidence-based medicine guides clinical decisions, evidence can guide educational practice and the ways that RVNs teach SVNs. Evidence-based education is particularly valuable for workplace learning, which can be an environment where it is particularly challenging to teach and learn. This may be particularly the case during anaesthesia, when the RVN is responsible for the safety and wellbeing of the anaesthetised patient. Part 1 of this article will discuss the importance of evidence-based education, give an insight into the characteristics of SVNs as adult learners, and discuss the importance of developing SVNs as self-directed learners. While many of the educational theories and initially conceived frameworks discussed may be dated, this article aims to contextualise them into the niche area of veterinary nurse workplace education, using supportive contemporary evidence, to show how they can be used to help us understand the challenges RVNs face. Part 2 will focus on using these ideas to develop strategies to strengthen our teaching approaches.

Training and Preparedness of Clinical Coaches for Their Role in Training Student Veterinary Nurses in the United Kingdom: An Exploratory Inquiry.

The experience that student veterinary nurses (SVNs) have in the clinical learning environment can be greatly influenced by the clinical coach (CC); the supervisory relationship will affect student retention and clinical competency. To support a positive student experience, the training and development of CCs must be critically reviewed and regularly updated. This research aimed to ascertain the current CC training undertaken and the preparedness of CCs for their role in training SVNs. We used a prospective cross-sectional study design. An online survey was distributed over 4 weeks to CCs across the United Kingdom representing a range of educational institutions, and it generated 80 responses. Prior to undertaking their initial CC training, CCs had been qualified practitioners for a median of 2.2 years (IQR = 4.16y). CCs stated they needed more course content during their training regarding student teaching and pastoral support, more support from associated institutions, and there was a call for a longer training period leading to a formal qualification. Providing CC training with broader course content and some level of evaluation should be considered to develop and assess the non-clinical skills that are vital to the role.

Planning and writing your dissertation literature review: a guide for final year degree veterinary nursing students (part two)

ABSTRACT: This paper aims to help undergraduate student veterinary nurses undertaking their dissertation to write their literature review. Utilising the supervisor, addressing the six key items, and using a story board approach to plan a logical structure are recommended. Demonstrating depth and breadth of relevant knowledge, and finding an academic voice as part of the critical evaluation of material in a context relevant way is considered essential, in order to authoritatively guide the reader to the subsequent original study the author will research. This helps to ensure that the literature review has achieved its aims and is considerably favourably.

Assessing pain in rabbits: how well does the Rabbit Grimace Scale work in the veterinary practice?

Background: Pain recognition in rabbits (Oryctolagous cuniculi) can be a challenging task for the registered veterinary nurse (RVN) and can often result in the delivery of suboptimal nursing care if pain goes undetected. Although the Rabbit Grimace Scale (RbtGS) can assist in pain assessment, it is a tool that is currently underutilised in practice. Aims: The aim of this research was to evaluate the efficacy of the RbtGS to assess if it is useful in the veterinary practice to improve rabbit welfare standards. Methods: 31 individuals, 25 student veterinary nurses and six RVNs participated, taking RbtGS scores for 19 rabbits through either live or video observations. The rabbits were either healthy or experiencing a pre-existing illness or health condition as assessed by a veterinary surgeon. Results: The RbtGS scores indicated that the majority of participants were unable to accurately identify the rabbits most likely to be in pain, suggesting that it may not be an optimal tool in rabbit pain assessment. However, RVNs who had more experience in practice were better at identifying signs of pain and stress in the rabbits. Conclusion: Experience and ongoing education is invaluable to improve rabbit care. There is a need for a veterinary rabbit pain score system in order to standardise pain management across species.

Survey on conduct of anaesthetic monitoring in small animal practice in the UK

BackgroundAn online survey was used to investigate current anaesthetic monitoring practices and the confidence level of personnel monitoring anaesthetics in small animal practices within the UK.MethodsVeterinary surgeons (VSs), registered veterinary...

Dental Anaesthesia and Analgesia of the Dog and Cat

Registered veterinary nurses (RVN) and student veterinary nurses (SVN) may be involved with providing perioperative care for dental patients every week in practice. There are many ways that the RVN, working with the veterinary surgeon (VS), can help to ensure the patient has a comfortable and uneventful time from admission to discharge. This includes pre anaesthetic assessments and working together to develop an anaesthetic plan, with multimodal analgesia and careful patient monitoring and intervention as needed. This article looks at the dental patient through all stages of the anaesthetic period, and will aim to give the reader some guidance on how they should be managing these cases to provide the best care possible.

Ten-minute chat.

Aimee Paterson-Young from White Cross Vets understands that learning to place an intravenous catheter on a live animal can be stressful for student veterinary nurses, so she makes fake legs for them to practise on.

Canine hypotension during general anaesthesia

ABSTRACTMonitoring anaesthetics is one of the most common tasks undertaken by RVNs and student veterinary nurses. A variety of pieces of monitoring equipment are used to monitor anaesthetics. Many practices own a blood pressure monitor but do not use it to its full potential, particularly as part of routine anaesthetic monitoring. This article will discuss the importance of monitoring blood pressure during an anaesthetic, how important it is to detect hypotension and how to deal with it.

Ethical, legal and professional implications of student veterinary nurses working lone shifts

The aim of this article is to examine the ethical dilemma of student veterinary nurses (SNVs) working lone shifts. The article outlines the implications of SVNs undertaking duties outside the realms of the Veterinary Surgeons Act (1966) Schedule 3. Criminal, civil and professional consequences of such actions are explored with the aid of theoretical explanations. Finally the article recognises that SVNs are not substitutes for registered veterinary nurses and that using them as substitutes will bring about a series of ethical implications.

Celebrations — a new Royal Charter!

The Veterinary NurseVol. 5, No. 10 EditorialCelebrations — a new Royal Charter!Hilary OrpetHilary OrpetSearch for more papers by this authorHilary OrpetPublished Online:16 Dec 2014https://doi.org/10.12968/vetn.2014.5.10.551AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article FiguresReferencesRelatedDetailsCited byEthical, legal and professional implications of student veterinary nurses working lone shifts14 March 2016 | The Veterinary Nurse, Vol. 7, No. 1 2 December 2014Volume 5Issue 10ISSN (print): 2044-0065ISSN (online): 2052-2959 Metrics History Published online 16 December 2014 Published in print 2 December 2014 Information© MA Healthcare LimitedPDF download