Standard 2 - Governance and quality

Evidence of the following reports may be shown to demonstrate compliance:

· Office of Qualifications and Examinations Regulation (Ofqual)

· Quality Assurance Agency (QAA)

· RCVS Quality Monitoring

· EE reports

· Office for Students registration

· TP/aTP approvals and audits

The AEI/Delivery Site should also demonstrate that module content for regulatory and professional modules/units is current.

Evidence of timely completion of actions set by all relevant regulatory, professional and education bodies.  

Evidence to be provided to show mapping of the DOC/DOS within theory modules/units of the programme and competency throughout the DOS in practice through a relevant tool.

QAA benchmarks and programme outcomes must also be fully mapped.

AEIs may wish to present a spreadsheet indicating the mapping.  

The RCVS CoPC should be clearly embedded within the Programme Handbook, Module Handbooks, TALO paperwork, TP/aTP annual audit paperwork.

Sufficient placement time should be allocated within the programme schedule to ensure the RCVS training hours requirements can be met.

Sufficient logging and authentication of hours should be evidenced for all students.

To ensure students who miss allocated placement time are not disadvantaged, there should be leeway within the programme timetabling for students to be able to make up missed training hours.

Fitness to Practise needs to be embedded within both theory and clinical work and can be evidenced in the Scheme of Work (SoW), Module/unit Handbooks, Placement Handbooks and Behavioural Evaluations.

Detailed and current Memorandum of Understanding (MoU) between the AEI and Delivery Site, where applicable. Where the delivery is undertaken at the same location as the validating institution, the AEI must be assured that there is a clear definition of roles and responsibilities and that regulatory requirements are being met.  

Detailed and current MoU between the Delivery Site and TP/aTP.

The Placement Handbook clearly defines the roles and responsibilities of the AEI, Delivery Site, TP/aTP, Clinical Supervisors and Students.

TP/aTP approval and monitoring paperwork stipulates allocated training time within placement hours and supervision of students by an RVN or MRCVS (UK Practising).

The AEI’s commitment to address and recruit underrepresented students should be detailed within the recruitment policy.

Student entry requirements must be suitable for the level of qualification and original certificates should be available to view upon request.

The utilisation of different recruitment tools/platforms such as videos and social media could demonstrate an innovative approach to programme marketing and recruitment and could reach a more diverse audience.

Robust and fair Accredited Prior Learning (APL) and Recognition of Prior Learning (RPL) policies should be in place for those students who have undertaken previous qualifications.

The Equal Opportunities policy should be fair, current and adhered to.

The University/College websites clearly detail the programme entry requirements including any work experience requirement. The prospectus should also detail this information. AEIs are reminded that RCVS does not set entry criteria; each AEI must set the criteria specific to its own programme and determine relevant equivalencies.

Entry requirements for non-UK nationals should also be clearly detailed with support/guidance available on APL/RPL.

Fitness to Practise policy for Student Veterinary Nurses should encourage the disclosure of criminal convictions.

The AEI/Delivery Site will need to implement a policy for notifying the RCVS of any criminal conviction that may affect registration with the RCVS as a qualified veterinary nurse. This should include any convictions which occur whilst the student is on programme.

Students should be advised of the Fitness to Practise Policy within the recruitment and induction processes. This can be evidenced within the Recruitment Policy, Induction Materials, Timetabling and Student Interviews.

The AEI/Delivery Site will need to ensure that their APL/RPL policy is fit for purpose and is implemented where necessary. The policy will need to indicate the criteria for decision making.

Any decisions should be documented and disseminated to relevant parties.

Students should be well informed regarding programme requirements and governance of their qualification, including registration rules and requirements with the RCVS. This can be evidenced in:

· Student Prospectus

· Recruitment Documentation

· Student Handbook

· Programme Handbook

· Evidence of inclusion of the Fitness to Practise Policy within the induction process and throughout the programme.

· Support mechanisms in place for students at the end of their programme regarding registration with the RCVS as a qualified veterinary nurse. This should include advice and guidance for students wishing to raise a concern or on the occasion an error is made.

HE Fitness to Practise Policy for Veterinary Nurse Students in place and fit for purpose.

Students made aware of the Fitness to Practise Policy during induction and regularly referred to during tutorials and within professional modules/units.

Student Code of Conduct reviewed and, where applicable, signed by students.

Academic malpractice policy in place and procedures implemented and adhered to with detailed documentation and record keeping.

Requirement for disclosure to the RCVS in the event of an adverse finding by the AEI is to be incorporated within the relevant policies.

Clear mapping of the RCVS DOC/DOS within course content and delivery.

Board of Examiners meeting minutes with decisions on student progression/outcomes detailed. Where the exit award has been awarded this process should be clearly detailed.

Student progress review meeting minutes with outcomes detailed.

HE Fitness to Practise Policy for Veterinary Nurse Students embedded within the induction process and throughout the course.

Professional requirements detailed within the Programme and Placement Handbooks.

On campus reviews of the Delivery site to be carried out by the AEI as per the audit cycle to ensure facilities and learning environments are safe, effective and fit for purpose.

Robust and valid quality assurance processes in place and adhered to for all elements of the programme. These processes should be detailed within relevant quality assurance documentation and policies.

Regular student and stakeholder feedback to be sought and changes actioned where required.

MoU between the AEI, Delivery sites and TP/aTPs regularly reviewed to ensure they are fit for purpose and benefit all parties, clearly indicating responsible persons.

EE reports reviewed and disseminated within the team. Any areas for concern discussed and actioned.

Health & Safety policies and procedures read, and declaration signed by all staff upon employment. Review of Health and Safety policies and procedures, including risk assessments to be carried out annually.

Staff recruitment processes are robust to ensure that appropriately qualified persons are interviewed and considered, and the relevant personnel are involved with selection and recruitment.

Job descriptions and person specifications are utilised for specific roles, rather than generic, to ensure role specific requirements and responsibilities are met.  

Dates for trial/mock OSCEs/practical assessments to be detailed within the SoW and dates made available to the RCVS upon request to allow quality monitoring activities to be carried out.

Appropriate and timely correspondence to be submitted to the RCVS in light of any proposed changes to programme delivery or assessment methods. AEIs are required to submit proposals for programme changes at least three months prior to the relevant Veterinary Nurse Education Committee meeting. The submission must include tracked changes versions of all documentation where the change would be referenced.

Evidence of market research demonstrating the requirement for the provision and continued growth.

The completion of SARs to evidence recruitment and retention figures for both student veterinary nurses and TPs/aTPs.

Institution’s annual report containing audited accounts.

Stakeholder feedback from TPs/aTPs regarding the demand for student veterinary nurses and the role of TPs/aTPs in supporting continued demand.

Marketing strategy is in place to promote veterinary nursing and the provision at the AEI/Delivery site. This could include media campaigns, social media posts, school careers events and ensuring the institution’s website reflects the facilities and learning environments on offer.

Evidence of continued financial input to ensure the continued growth of the provision.