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

Abstract

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.

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

“…28 Two reports have highlighted that within veterinary practice, there are reports of bullying and incivility within the team, but any subsequent impacts were not discussed in these reports. 9,19…”

“…5,[11][12][13][14][15][16][17][18] However, research in the veterinary nursing field is limited. 9,19 The two professions' practical training can be considered comparable, as evidenced by the RCVS Standards Framework for Veterinary Nurse Education and Training, which adopted the structure and format of the Nursing and Midwifery Council Standards of Proficiency for Registered Nurses. 20,21 In student human nurses, negative experiences in the CLE can lead to increased attrition, reduced learning opportunities, low confidence and poor wellbeing.…”

“…9,19 The two professions' practical training can be considered comparable, as evidenced by the RCVS Standards Framework for Veterinary Nurse Education and Training, which adopted the structure and format of the Nursing and Midwifery Council Standards of Proficiency for Registered Nurses. 20,21 In student human nurses, negative experiences in the CLE can lead to increased attrition, reduced learning opportunities, low confidence and poor wellbeing. [22][23][24] Clinical learning requirements can create increased stress on nursing students when compared to students studying non-clinical programmes, and so a supportive environment is vital to develop a protective network that maintains psychological wellbeing.…”

“…24,25 The supervisory relationship is one of the main factors linked to student human nurses' satisfaction, but the wider team, clinical organisation and standards of patient care will also have an impact. 9,18,26,27 Uncivil behaviour from professional colleagues has been reported by student human nurses, which has included exclusion, hostility and dismissive actions. 28 Two reports have highlighted that within veterinary practice, there are reports of bullying and incivility within the team, but any subsequent impacts were not discussed in these reports.…”

“…5,6 Research in human nursing education indicates that a positive student experience relies upon an environment that is open to the needs of students, with all staff interested and engaged in supervision and training. [7][8][9] Poor support for students within the clinical setting can be a reason for attrition from human nursing education. 10…”