Interprofessional education (IPE) has received little attention in veterinary education even though members of the veterinary and nursing professions work closely together. The present study investigates veterinary and veterinary nursing students' and practitioners' experiences with interprofessional issues and the potential benefits of IPE. Based on stakeholder consultations, two teaching interventions were modified or developed for use with veterinary and veterinary nursing students: Talking Walls, which aimed to increase individuals' understanding of each other's roles, and an Emergency-Case Role-Play Scenario, which aimed to improve teamwork. These interventions were piloted with volunteer veterinary and veterinary nursing students who were recruited through convenience sampling. A questionnaire (the Readiness for Interprofessional Learning Scale [RIPLS]) was modified for use in veterinary education and used to investigate changes in attitudes toward IPE over time (pre-intervention, immediately post-intervention, and four to five months afterward). The results showed an immediate and significant positive change in attitude after the intervention, highlighting the students' willingness to learn collaboratively, their ability to recognize the benefits of IPE, a decreased sense of professional isolation, and reduced hierarchical views. Although nearly half of the students felt concerned about learning with students from another profession before the intervention, the majority (97%) enjoyed learning together. However, the positive change in attitude was not evident four to five months after the intervention, though attitudes remained above pre-intervention levels. The results of the pilot study were encouraging and emphasize the relevance and importance of veterinary IPE as well as the need for further investigation to explore methods of sustaining a change in attitude over time.

As described by Can and Erol (2012) NCPs provide an organised framework for the knowledge, thoughts and actions that nurses bring into patient care. Their structure is based on a model of nursing care that is followed (Mason, 1999). In this instance, the primary author selected and adapted the Orpet and Jeffery Ability Model (OJAM) (Orpet and Welsh, 2011)) (Figure 1) as the basis for the design of the care plan and

Veterinary nursing has experienced the immigration of new concepts and terminology relating to human nursing theories for a number of years, many of which, such as nursing models and care plans, are now integral parts of the veterinary nursing academic landscape. Despite this, it is proposed by the authors that veterinary nurses are, for various reasons, reluctant to incorporate care planning into their daily clinical practice, resulting in the development of a theory–practice divide. As there are published reports from veterinary nurses who have applied the Orpet and Jeffery Ability Model (2007) to their practice with successful outcomes, it is suggested that adoption of this veterinary nursing model provides the best chance of closing the theory–practice gap. When used in conjunction with the nursing process, the Orpet and Jeffery Ability Model (2007) can enable veterinary nurses to deliver a high standard of individualised nursing care to their patients in practice, in addition to further developing the profession as a whole.

One contribution of 14 to a theme issue 'Challenges in the fight against neglected tropical diseases: a decade from the London Declaration on NTDs'.

Planning patient care is an integral part of veterinary nursing practice. Part one of this article outlined how the Orpet and Jeffery Ability Model (2007) can be used to enhance the processes involved in planning care and encourage a holistic view of veterinary patients. This second part builds on the existing literature regarding the use of this model in practice by examining the outcomes arising from its use by 56 registered veterinary nurses in practice, as part of their studies towards the Royal Veterinary College Graduate Diploma in Professional and Clinical Veterinary Nursing. The observed positive outcomes included perceived increased recognition and enhancement of the unique role of the veterinary nurse and improved individualised and patient-specifc care through use of the client questionnaire. The predominant negative outcome was the length of time taken to complete the planning of patient care. While this may decrease if use of the model was routinely adopted by practising veterinary nurses, it is proposed by the authors that signifcant local adaptations of the model are required to ensure that this adoption occurs.