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

Abstract

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, wellbeing, personality, and work place 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 wellbeing, and including the SVN in discussions around learning support needs.

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

“…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.…”

“…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.…”

“…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…”

“…Currently, the limited research available for SVN experiences in the clinical environment suggests that there are challenges relating to the students' ability to become contributing members of the community, which could limit their ability to engage fully in LPP. 9,19…”

“…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…”