Standard 1 - Learning culture

There should be robust H&S policies in place for AEIs/Delivery sites/TPs/aTPs and appropriate risk assessments for both theory and clinical environments.

Staff and students should undertake a comprehensive induction process including e-safety and online communications.

TPs/aTPs should adhere to Schedule 3 when allocating students to rotas, including out of hours, to ensure that they are always supervised by an RVN or MRCVS (UK Practising).

A detailed safeguarding policy is required with appropriately trained safeguarding officers available.

TP/aTP approval paperwork and subsequent annual monitoring paperwork should be fit for purpose to support student nurse training and the implementation of risk/support rating depending on the findings at each review. Sufficient actions/recommendations should be implemented by the delivery site and regularly monitored for completion and compliance.

Regular staff appraisals should be completed and documented with appropriate channels followed in terms of additional training and/or support required.

Wellbeing resources should be available to students and staff to promote mental health and wellbeing. This could include online resources, a drop-in centre, support groups and a designated wellbeing officer.

Staff and student charters must be in place and fit for purpose.

Teaching and Learning Observations (TALO) should be carried out regularly for all teaching staff and suitable paperwork completed to demonstrate that the RCVS CoPC has been embedded within the learning environment. 

Clinical learning environments should be fit for purpose with a range of equipment and supplies available to enable students to undertake practical sessions and prepare for practical assessments.

An inventory of equipment and supplies should be kept up to date, along with risk assessments for the area and relevant equipment.

TP/aTP approval and annual monitoring paperwork contains references to regular auditing of servicing of equipment documentation, health & safety policies, risk assessments and standard operating procedures (SOPs).

POM-V guidelines must be adhered to with appropriate guidance in place for storage and use to ensure clarity to all staff, students and examiners. Where POM-Vs are delivered to a premises, or where they are being stored on site overnight, the premises must be registered with the VMD.

To ensure client consent is addressed and clients are aware that they have the right to withdraw consent at any time, practices need to ensure that this is well publicised.

This could be covered with a dedicated section for student involvement on a consent form, using a poster about consent in the reception/waiting area/consult room, or another means that can be clearly evidenced i.e., an SOP.

Job descriptions should be tailored to different roles within the teaching team rather than a generic one.

The opportunity for students and staff to complete online GDPR training should be considered to demonstrate that this has been embedded within all aspects of the programme.

GDPR policy is current and reviewed regularly.

GDPR/Data Protection is detailed within TP/aTP visit paperwork.

The complaints procedure should be well documented within the Student Handbook, Programme Handbook and Placement Handbook.

Student induction processes/materials should refer to the complaints/concerns policies so that students are aware from the outset.

There should be a whistleblowing process in place so that students can notify educators/stakeholders in confidence and without fear of adverse consequences.

The AEI/delivery site should be able to evidence how student/staff feedback is utilised to make changes i.e., meeting minutes, course consultation.

Robust safeguarding measures should be in place to ensure the protection of vulnerable learners and adults.

The AEI/delivery site should be able to demonstrate that the complaints procedure is implemented and followed according to the policy.

Fitness to Practise Policy is available to all students from the outset of their programme and is embedded within lectures, tutorials and clinical practice.

Complaints and feedback policies are adhered to, and all relevant parties are kept well informed throughout.

Relevant complaints and performance policies for both the AEI and delivery site to be current and fit for purpose with regular reviews. The wording must be carefully considered to reflect a no blame culture.

Meeting minutes, reports and outcomes should be disseminated to relevant parties in line with the policies and in a timely manner.

Students’ professional behaviour should be monitored and encouraged in both clinical and theory environments. This can be implemented through the Day One Skills (DOS) recording tool or by separate means in a placement clinical tool or classroom behavioural tool.

Programme and Placement Handbooks should refer to, and embed, the RCVS Code of Professional Conduct (CoPC).

Teaching and Learning Observations (TALO) should be carried out regularly for all teaching staff and suitable paperwork completed to demonstrate that the RCVS CoPC has been embedded within the learning environment.

Equality, Diversity and Inclusion (ED&I) policy to be fit for purpose and reviewed annually.

TALO reports to evidence how ED&I is embedded within the classroom environment.

Recruitment policy to ensure that underrepresented groups/individuals have the same access and opportunities as others.

The AEI/Delivery Site should ensure there is a Special Educational Needs and Disability (SEND) policy in place and that it is disseminated to all educators.

Students should be provided with the opportunity to work with their peers in theory and clinical settings as well as being given to opportunity to peer review.

There should be a good relationship in place between the AEI and Delivery Site that fosters inter-professional collaboration and allows for the sharing of ideas and work.

Completion and evaluation of Self-Assessment Reports (SARs).

External Examiner (EE) reports are reviewed and suggestions/actions implemented to improve programme delivery and equality of opportunity.

Regular stakeholder and feedback surveys/reports to be carried out and the information gathered used to effect change where required and feasible.

Minutes of both staff and student meetings to be collated and disseminated to relevant persons.

Active involvement with regulatory bodies to ensure the correct data is received/provided and good access for all learners is maintained. 

Evidence of regular CPD for staff with role specific courses/training being completed where applicable.

Members of the VN team are given the opportunity to be involved in research papers/projects, collaborate with external organisations and foster relationships between other academic teams.

The use of Guest Speakers for module/unit specific content and delivery.

The AEI and Delivery Site demonstrate good inter-professional communication and ongoing review of modules/units, assessments and clinical environments.

Evidence guest speaker within Scheme of Work (SOW) and timetable.

Ensure learning outcomes for modules/units are current and level appropriate.

Ensure there is sufficient CPD allowance for staff to encourage advancement of knowledge and training relevant to their role.

Module/unit content is regularly reviewed to ensure that it is fit for purpose and teaching current practices.