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Standard 3 - Student empowerment

Standards

Students are provided with a variety of learning opportunities and appropriate resources which enable them to achieve the RCVS Day One Competences and Skills for Veterinary Nurses and programme outcomes and be capable of demonstrating the professional behaviours in the RCVS Code of Professional Conduct for Veterinary Nurses.

Students are empowered and supported to become resilient, caring, reflective and lifelong learners who are capable of working in inter-professional teams.

Requirements

Accredited education institutions, together with delivery sites and training practices, must ensure that all students:

  1. are well prepared for learning in theory and practice having received relevant inductions.

    This may be evidenced through:

    1. Programme/qualification handbooks
    2. Pre-course guidance
    3. Induction timetables
    4. Induction materials for DOS recording platform
    5. Clinical practice induction
    6. Online learning platform induction
  2. have access to the resources they need to achieve the RCVS Day One Competences, Skills and Professional Behaviours for Veterinary Nurses, and programme outcomes required for their professional role.

    This may be evidenced through:

    1. Practical equipment and consumables list
    2. Onsite animals resource list and policy where utilised for veterinary nurse education
    3. Library resources
    4. Information Learning Technology resources
    5. Timetabled access to resources
    6. TP/aTP approval and monitoring records
    7. TP/aTP risk assessments
    8. Online learning platform
  3. are provided with timely and accurate information about curriculum, teaching, supervision, assessment, clinical practice, and other information relevant to the programme in an accessible way for student’s diverse needs.

    This may be evidenced through:
    1. Programme/qualification handbooks
    2. Student handbooks
    3. Timetables

    4. Schemes of work/syllabus

    5. Module/qualification handbooks

    6. Module/qualification descriptors
    7. Clinical practice correspondence

    8. Online platform access

  4. work with and learn from a range of people in clinical practice, preparing them to provide care to a range of animals with diverse nursing requirements.

    This may be evidenced through:

    1. Practice rota

    2. TP/aTP approval and monitoring records

    3. Expert witness forms/statements

    4. Handbooks detailing utilisation of expert witnesses

    5. Secondment agreements and examples
  5. are enabled to learn and are assessed using a range of methods, including technology enhanced and simulation-based learning appropriate for the programme as necessary for safe and effective practice.

    This may be evidenced through:

    1. Programme/qualification handbooks
    2. TP/aTP handbooks
    3. Assessment schedules
    4. Programme/qualification assessment strategies
    5. Module/qualification descriptors

    6. Clinical supervisor handbooks

    7. List of clinical skills resources

    8. Artificial intelligence policy
    9. Virtual/augmented reality policy
    10. Academic integrity policy
  6. are supervised and supported according to their individual learning needs, proficiency, and confidence.

    This may be evidenced through:
    1. Individual learning plans
    2. TP/aTP student reports
    3. Reasonable adjustment policy
    4. Student support services
    5. Special educational needs support
    6. Clinical practice tutorial records
    7. Delivery team meeting minutes relating to student support/progression
    8. Personal tutor correspondence examples
    9. Professional behaviour evaluations
  7. are allocated and can make use of protected supported learning time including blended learning and recording completion of the RCVS Day One Skills for Veterinary Nurses when in practice.

    This may be evidenced through:
    1. Timetables/schemes of work
    2. Audit of blended learning time
    3. Audit of Day One Skills recording tool
    4. Practice rota
    5. Memoranda of Understanding
    6. TP/aTP handbook
    7. Clinical supervisor handbook
    8. TP/aTP annual monitoring records
    9. Tutorial records
  8. are assigned and have access to a nominated academic tutor/lead for each part of the programme.

    This may be evidenced through:
    1. Tutorial records
    2. Student feedback
    3. Programme/qualification specification
    4. Student handbook

    5. Personal tutor allocations

    6. Personal tutor timetables

  9. have the necessary support and information to manage any interruptions to the study of programmes for any reason.

    This may be evidenced through:

    1. Student handbook
    2. Programme handbook
    3. Institutional regulations
    4. AEI/delivery site fitness to practise policy
    5. Student support plans
    6. Return to study plans
    7. Redacted personal tutor records
    8. Withdrawal processes
    9. Suspension of study processes
  10. have their diverse needs respected and considered across all learning environments, with support and adjustments provided in accordance with equalities and human rights legislation and good practice.

    This may be evidenced through:

    1. Equality and diversity policy
    2. Reasonable adjustment policy
    3. AEI/delivery site fitness to practise policy
    4. Fitness to study policy
    5. Learner support plans
    6. Examples of support/adjustment provided
  11. are protected from discrimination, harassment, and other behaviour that undermine their performance or confidence.

    This may be evidenced through:

    1. Equality and diversity policy
    2. Bullying and harassment policy
    3. Complaints policy and reports
    4. Student feedback
    5. Safeguarding policy
    6. AEI/delivery site fitness to practise policy
    7. Student charter
    8. Student code of conduct
    9. Professional behaviour evaluations
    10. Freedom of speech policy
  12. are provided with information and support which encourages them to take responsibility for their own mental and physical health and wellbeing.

    This may be evidenced through:

    1. Student handbook

    2. Programme/qualification handbook

    3. Personal tutoring system

    4. Personal tutorial timetables and records

    5. Student support policy

    6. Student feedback

    7. Wellbeing lectures/sessions

    8. Wellbeing resources

    9. Induction timetable

    10. Meeting minutes from social groups

    11. Online resources

  13. are provided with the learning and pastoral support necessary to empower them to prepare for independent, reflective professional practice.

    This may be evidenced through:

    1. Personal tutorial records

    2. Evidence-based professional practice procedures

    3. Module/qualification descriptors

    4. Programme/qualification handbook

    5. Student feedback

    6. Assessment examples

    7. Guidance provided regarding the RCVS Day One Skills

    8. Professional behaviour evaluation policy

    9. Day One Skills moderation reports
  14. have opportunities throughout their programme to collaborate and learn with and from peers and other professionals, and to develop supervision and leadership skills.

    This may be evidenced through:

    1. Peer group work and assessment examples
    2. TP/aTP handbook
    3. Student representative meetings minutes
    4. Reflective logs
    5. Professional behaviour tool
    6. Guest (expert) lecturer timetables
    7. Mentor programmes

    8. Expert witness statements

    9. Documentation detailing guidance regarding expert witnesses

    10. Co-teaching and cross programme engagement
  15. receive constructive feedback throughout the programme to promote and encourage reflective learning.

    This may be evidenced through:

    1. Feedback policy and procedures
    2. Clinical supervisor records
    3. Feedback records
    4. Evidence-based professional practice procedures
    5. Module/qualification descriptors
    6. Programme/qualification handbook
    7. Assessment examples
    8. Formative assessment procedures

    9. Clinical practice tutorial records

    10. Learner reviews

    11. Professional behaviour evaluations

    12. Day One Skills sampling records

    13. Clinical practice support records
  16. have opportunities throughout their programme to give feedback on the quality of all aspects of their support and supervision in both theory and practice with clear outcomes.

    This may be evidenced through:
    1. Student surveys
    2. Student representative meetings
    3. National Student Survey results

    4. Clinical practice evaluations

    5. Personal tutor records

    6. Newsletters
    7. Delivery team meeting minutes
    8. Student feedback policy
    9. Examples of feedback disseminated to students
    10. Online notice boards
    11. ‘you said, we did’ publications
    12. Action plans following student feedback events
  17. are empowered to develop their professional behaviours in line with the RCVS Professional Behaviour Evaluation

    This may be evidenced through:

    1. Completed professional behaviour evaluations
    2. Professional behaviour guidance to students
    3. Professional behaviour guidance to clinical supervisors
    4. Internal quality assurance sampling policy
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