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

Abstract

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.

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

“…Firstly, contacting the student ahead of the start date and offering an induction meeting, to include practice orientation and key staff introductions. 83 Ensuring an induction process on commencement, which is communicated clearly to the student, will set up expectations for both the TP and student, providing guidance in the initial weeks to help settle nerves. 83 Assigning a "buddy" in addition to the clinical supervisor, who is either another more experienced student or newly qualified RVN can support a sense of belonging.…”

“…83 Ensuring an induction process on commencement, which is communicated clearly to the student, will set up expectations for both the TP and student, providing guidance in the initial weeks to help settle nerves. 83 Assigning a "buddy" in addition to the clinical supervisor, who is either another more experienced student or newly qualified RVN can support a sense of belonging. 83 Senior staff should be involved in the student training plans and ensure all staff are clear on their responsibilities towards students, whilst encouraging positive interpersonal interactions through example and zero tolerance policies for incivility, in line with the RCVS Standards Framework.…”

“…83 Assigning a "buddy" in addition to the clinical supervisor, who is either another more experienced student or newly qualified RVN can support a sense of belonging. 83 Senior staff should be involved in the student training plans and ensure all staff are clear on their responsibilities towards students, whilst encouraging positive interpersonal interactions through example and zero tolerance policies for incivility, in line with the RCVS Standards Framework. 3 Overall, the TP should practice evidence based medicine and have clear protocols in place that are followed by the whole team, to provide the student with the ability to translate classroom to clinic teaching and avoid confusion.…”