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- Standards Committee
- Advancement of the Professions Committee
- Audit and Risk Committee
- Education Committee
- Disciplinary Committee
- Charter Case Committee
- Preliminary Investigation Committee and Disciplinary Committee Liaison Committee
- Registration Committee
- Preliminary Investigation Committee
- Paper classification: some definitions
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- About extra-mural studies (EMS)
- EMS requirements
- Information for vet students
- Information for EMS providers
- Information for vet schools
- Temporary EMS requirements
- Practice by students - regulations
- Health and safety on EMS placements
- EMS contacts and further guidance
- Extra-mural studies fit for the future
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- Code of Professional Conduct for Veterinary Surgeons
- Code of Professional Conduct for Veterinary Nurses
- Contact the Advice Team
- XL Bully dog ban
- 'Under care' - guidance
- Advice on Schedule 3
- Controlled Drugs Guidance – A to Z
- Dealing with Difficult Situations webinar recordings
- FAQs – Common medicines pitfalls
- FAQs – Routine veterinary practice and clinical veterinary research
- FAQs – Advertising of practice names
- GDPR – RCVS information and Q&As
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- Accrediting veterinary degrees
- Accrediting veterinary nursing qualifications
- Reasonable adjustments for student vets
- Health and disability in veterinary medicine study and practice
- The role of the veterinary schools and the RCVS
- Reasonable adjustments and the Equality Act 2010
- Reasonable adjustments and Day One Competences
- Examples of reasonable adjustments for vet students
- Annex
- Reasonable adjustments for student vets - summary
- Reasonable adjustments for student veterinary nurses
- Health and disability in veterinary nurse education and training
- Reasonable adjustments for students and the UK disability discrimination legislation
- Educational assessment of veterinary nurses
- Roles of key stakeholders in the application of reasonable adjustments
- Examples of reasonable adjustments for vet nurse students
- Embracing reasonable adjustments for student vet nurses - summary
- External review of the RCVS by ENQA
- Requirements for remote and online student assessments
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Standard 3 - Student empowerment
... to content 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 ...
Standard 4 - Educators and assessors
... to content Standard 4 - Educators and assessors Standards Theory and clinical learning, and assessment are facilitated effectively and objectively by appropriately qualified and experienced ...
Standard 5 - Curricula and assessment
... to content Standard 5 - Curricula and assessment Standards Curricula and assessments are designed, developed, delivered, evaluated, and validated to ensure that students achieve the RCVS Day One ...
Standard 6 - Effective clinical learning
... to content Standard 6 - Effective clinical learning Standards All students are provided with safe, effective, and inclusive clinical learning experiences. Each clinical learning environment has the ...
RCVS Day One Competences, Skills and Professional Behaviours for Veterinary Nurses: Introduction
... to content RCVS Day One Competences, Skills and Professional Behaviours for Veterinary Nurses: Introduction What are day one requirements? The RCVS Day One Competences, Skills and Professional ...
Part A: RCVS Day One Competences for Veterinary Nurses
... to content Part A: RCVS Day One Competences for Veterinary Nurses This document sets out the minimum essential competences that the RCVS expects all student veterinary nurses to have met when they ...
Part B: Day One Skills for Veterinary Nurses - Small animal
... to content Part B: Day One Skills for Veterinary Nurses - Small animal Overview Licence to practise qualifications leading to entry onto the Veterinary Nurse Register must articulate with the RCVS Day ...
Part C: Day One Skills for veterinary nurses - Equine
... to content Part C: Day One Skills for veterinary nurses - Equine Overview In order to determine the most appropriate way in which the student can work towards the skill, where deemed applicable, the ...
Part D: Professional behaviours and attributes
... to content Part D: Professional behaviours and attributes Overview The following professional behaviours and attributes are a form of etiquette in the workplace that is linked primarily to ...
Become a Fellowship Mentor
... to content Become a Fellowship Mentor Be part of growing the Fellowship and become a Fellow Mentor! We are seeking Fellows who would be willing to be listed as a possible mentor for those wishing to ...
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