Standard 5 - Curricula and assessment

Clear mapping of the DOC/DOS, QAA HE Benchmarks and Programme Outcomes to modules/units.

DOC/DOS detailed within programme syllabus and handbook.

Module/unit aims and objectives, and the attributed assessments, are pitched at the right level i.e., a Level 6 assessment is not used for a Level 4 module.

Regular stakeholder feedback and review is undertaken and evaluated to ensure course provision is current and fit for purpose. Stakeholders should include students, educators and assessors and training practices.

SARs carried out and provided to the RCVS for VNEC consideration.

Collaborative partnerships to be regularly reviewed and ensure all parties are happy with the relationship.

Regular VN team meetings carried out and minutes kept. Stakeholder feedback to be discussed when applicable and the team encouraged to offer ideas and suggestions on improvements/actions based on said feedback.

EE reports and responses to be considered and suggestions/actions implemented in a timely manner.

IV reports pre- and post- assessment to be carried out and suggestions/actions implemented.

OSCE stations to be regularly reviewed and training events held for examiners to ensure a standardised approach to delivery and assessment.

EE reports and responses to be considered and suggestions/actions implemented in a timely manner.

IV reports pre- and post-assessment to be carried out and suggestions/actions implemented.

Mapping of DOC/DOS to modules/units. 

Clinical facilities are fit for purpose and the equipment used is current, such as X-ray machines and realistic mannequins.

Recommended reading lists are regularly reviewed and updated to reflect current versions of textbooks and journals.

The curriculum is reviewed periodically to incorporate current practice and develop students’ awareness of current best practice.

Programme specifications detailed within programme handbook and module handbooks.

RCVS Veterinary Nursing Registration Rules mapped to relevant modules/units to ensure sufficient completion of training hours.

Evidence of balanced timetables to allow knowledge and understanding of theory and sufficient time to learn and log the RCVS DOS within a practical environment.

Clear mapping of DOC/DOS to modules/units.

Course structure reflects year of study and allows for smooth transition to subsequent years.

Each SoW is clearly laid out with all modules/units and assessment plans detailed for transparency.

The programme should demonstrate learner progression through increasing complexity of assessments in each year of the programme. All learning outcomes should be achievable and clearly evidenced within the curricula and assessments.

Assessment schedules are provided to all students and detailed with the programme handbook and module handbooks.

SoW clearly details module and assessment requirements.

DOC/DOS clearly mapped to modules/units and assessments.  

Sufficient allocation of time for both theory and practical requirements to ensure completion of all RCVS registration requirements.

Discussions regarding student progression are minuted and available for reference.

DOC/DOS clearly mapped to all assessments. 

Suitable delivery of content and time allocated for the embedding of knowledge and understanding prior to each assessment window.

Assessments are appropriate and relevant to both the academic level and the module aims. The learning outcomes for each module must be fully assessed.

OSCE/Practical assessment planning and implementation evidence student’s safe and effective acquisition of a range of skills and competences as defined in the RCVS DOS and DOC. In order for the assessment to summatively assess these elements of a student’s training, all of the RCVS DOC and DOS must have been successfully achieved prior to entry for the practical assessment. 

Student Examination Guidelines, support systems, reasonable adjustments and feedback processes to be detailed within the programme and module handbooks.

Examiner training to be provided along with an examiner handbook to ensure a standardised approach to assessment. 

Practical placements are provided to each student by the AEI/Delivery site and routine monitoring carried out to ensure each TP/aTP meets the requirements for student veterinary nurse training.

Each student is provided with a clinical supervisor to assist and support them with the completion of the DOS.

DOS recording tool is utilised and quality assurance processes are in place to ensure completion and compliance.

Student observations are carried out either in placement or clinical skills area and feedback provided.

Pre and post IV reports to be completed for all assessments and suggestions/actions to be discussed and implemented.

There is a robust IQA strategy in place to monitor completion and compliance of the DOS and ensure students are being taught best practice and to the correct level of assessment.

Grading criteria for each level of the programme to be regularly reviewed for currency and validity and to ensure that each module is set to the correct level with appropriate assessments.

Policies and procedures should be in place to demonstrate the validity and reliability of assessments, including those required for the OSCE.

Internal moderation documents are in place and adhered to with sufficient training for those undertaking IV activities.

Examination and assessment policies for the AEI are adhered to and regularly reviewed for validity.

EE reports are completed and disseminated to relevant staff for review and discussion. Any suggestions/actions should be evaluated, and an appropriate course of action should ensue.

Assessment protocols should be in place and adhered to for all assessment methods.

A standardised approach to moderation should be followed for all assessments so that outcomes are fair and valid.

Exam board meetings are carried out at appropriate intervals and students discussed on a case-by-case basis where any discrepancies in moderation occur to ensure a fair and reliable outcome.

Effective policies and procedures should be in place for the following:

· Moderation processes

· Examiner training

· Standardisation sessions

· Invigilation arrangements

· Grading criteria and pass marks

Suitable sample sizes should be reviewed according to cohort size so that fair assessment marking can be ascertained.

Pre and post IV reports to be completed for all assessments and suggestions/actions to be discussed and implemented.

Reasonable adjustment policy is in place and adhered to. 

Mitigating circumstances policy is in place and adhered to and students are advised of the relevant documentation to complete, and support offered where required.

Fitness to Practise Policy is embedded within all elements of the programme.

SEND services are available to all students.

There is a robust IQA strategy in place to moderate the completion of the DOS as evidenced via the AEI’s chosen recording platform.

All sampling is documented, and feedback provided to students and clinical supervisors in a timely manner with support and guidance offered as required.

A visit strategy should be in place for the academic/IQA team to visit students on placement so that they and clinical supervisors can be observed in practice.

Observations and other appropriate assessment methodologies must be utilised to determine students’ competence, and this must be documented.  

Students should be actively encouraged to take ownership of tutorials with clinical supervisors and tutors to demonstrate self-reflection.

Reflective elements are embedded within programme and module requirements and students are provided with opportunities within theory sessions to discuss ideas and rationales with their peers and tutors. This can be evidenced on lesson plans and in TALO reports.

There is evidence of self-reflection within the DOS recording platform.

Students are actively encouraged to take part in discussion forums and peer reviews to encourage reflective practice.

Reflection should be detailed within a variety of assessment methods, as well as reflection on feedback following assessment.

Module specifications are clearly detailed with no compensation. Where this is outside of the usual approach for the AEI, it is expected that a relevant derogation is documented.

Programme and student handbooks contain relevant information regarding DOC/DOS.

Clear mapping of the DOC/DOS is evident within modules/units and assessments.

A variety of assessment methods should be utilised and should include unseen examination processes. These methods should be detailed within programme and module handbooks.