Examples of reasonable adjustments for vet nurse students

Legislation affecting practise 

Students need to demonstrate that they are able to comply with Health and Safety requirements and follow Standard Operating Procedures (SOPs) and manufacturer guidelines for using equipment and materials.

Example of how reasonable adjustments could help someone with physical disabilities/impairments perform the task

• Information provided in different formats.

Examples of how reasonable adjustments could help someone with a learning difficulty, mental health condition or neurodevelopmental condition perform the task

• Use of assistive technology for reading and writing. 
• Providing information in different formats.
• Training and induction materials in different formats to suit the individual student.

Communication

Effective communication in veterinary practice involves interacting with clients, colleagues, other veterinary professionals, and the public, considering their diverse needs. This includes accurate and legible written documentation, proper record management, and obtaining informed consent.

Nursing consultations should cover history taking. Additionally, providing discharge information, completing referral documentation, and discussing evidence-based nursing practices is crucial.

Quality improvement measures and health and wellbeing protocols should be reviewed regularly. Lastly, expressing empathy and sympathy, especially during euthanasia, is essential for supporting clients.

Examples of how reasonable adjustments could help someone with physical disabilities/impairments perform the task

• Adjustable-height tables and chairs in the examination room to assist with accessing the animal at the correct level.
• The student can use specialised equipment to be able to reach and attend to the animal, if safe to do so.
• The client can be instructed to place the patient on the table or encourage dogs to walk onto adjustable-height tables.
• Loop systems installed where necessary.
• The use of hearing aids.
• The use of clear facemasks to facilitate lip-reading.
• Amplified or digital stethoscopes with sound enhancement or visual output.
• Sign language interpreters.
• The use of alert systems such as flashing lights and vibrating buzzers.
• Ergonomic supports – wrist rests, knee pads or supportive footwear.

Examples of how reasonable adjustments could help someone with a learning difficulty, mental health condition or neurodevelopmental condition perform the task

• Use of assistive technology for reading and writing. 
• Providing information in different formats.
• Opportunity to take a break before or after a consultation.
• Additional time or a quiet space to consider and process information and write up notes from the consultation.
• Use of Dictaphones (with client permission) when taking patient histories.
• Quality improvement meetings to be scheduled at suitable times and locations and be structured to encourage everyone’s input. It may be necessary to supply details of the cases to the student in advance, giving them time to prepare.
• Type-to-speech (transcribing) technology could be used for communication if there are verbal communication difficulties.
• Additional time to calculate financial estimates and finance computer programmes could be used to help with calculations.
• Electronic patient records with messaging functions instead of verbal instructions.
• Templates and structured documentation systems can reduce cognitive load when writing notes.

Handling and restraint

Students are required to demonstrate that they are able to safely approach and handle animals using appropriate personal protective equipment. This will include moving and lifting animals as well as restraining animals for a variety of procedures.

Examples of how reasonable adjustments could help someone with physical disabilities/impairments perform the task

• Where it is not part of the assessment of competence, another member of staff can hold/restrain an animal or assist where appropriate.
• Desks, benches and tables can be adjusted to fit the requirements of the individual, such as for consults, surgeries, and practical classes.
• Access to a chair or stool at all times. Use of ergonomic chairs or stools specially designed for prolonged sitting or standing assistance.
• Standing aids such as anti-fatigue mats or leaning stools for those who struggle with standing for long periods.
• Patient lifting devices such as hoists and adjustable-height tables to reduce manual lifting strain.

Examples of how reasonable adjustments could help someone with a learning difficulty, mental health condition or neurodevelopmental condition perform the task

• Using clear signage about the temperament of animals. 

• Use of assistive technology for reading and writing. 

Nursing care  

Students are required to demonstrate that they can competently interpret and use individualised care plans to deliver the nursing care for a range of disorders and diseases, and also evaluate a care bundle. They will need to carry out a nursing assessment and perform a clinical examination, accurately recording their findings.

Examples of how reasonable adjustments could help someone with physical disabilities/impairments perform the task

• Adjustable-height tables and chairs in the treatment room to assist with accessing the animal at the correct level.
• The student can use specialised equipment to be able to reach and attend to the animal, if safe to do so.
• Another member of staff can place the patient on the table or encourage dogs to walk onto adjustable-height tables.
• Loop systems installed where necessary.
• The use of hearing aids where necessary.
• The use of clear facemasks to facilitate lip-reading.
• Amplified or digital stethoscopes with sound enhancement or visual output.
• Sign language interpreters.
• Alert systems such as flashing lights and vibrating buzzers.
• Ergonomic supports – wrist rests, knee pads or supportive footwear.
• Use of ergonomic equipment where necessary.

Examples of how reasonable adjustments could help someone with a learning difficulty, mental health condition or neurodevelopmental condition perform the task

• Use of assistive technology for reading and writing. 
• Providing information in different formats.
• Opportunity to take a break before or after a patient interaction.
• Enable additional time to consider and process information, along with a quiet space to write up notes.
• Use of Dictaphones for handover notes.
• Templates and structured documentation systems can reduce cognitive load when writing notes.
• The use of electronic patient records with messaging functions instead of verbal instructions.

Laboratory techniques 

Students are required to discuss the sampling strategy with the veterinary surgeon before preparing and taking samples, carrying out the analyses and reporting the result to the veterinary surgeon. They will also need to send some samples to an external laboratory.

Examples of how reasonable adjustments could help someone with physical disabilities/impairments perform the task

• Lightweight or adapted equipment - consider custom grips where dexterity or grip is an issue.
• Where it is not part of the assessment of competence, another member of staff can hold/restrain an animal or assist where appropriate.
• Access to a chair or stool at all times. Use of ergonomic chairs or stools specially designed for prolonged sitting or standing assistance.

Examples of how reasonable adjustments could help someone with a learning difficulty, mental health condition or neurodevelopmental condition perform the task

• Use of assistive technology for reading and writing. 

• Providing information in different formats.

• Additional time or a quiet space to write up notes.

• Templates and structured documentation systems can reduce cognitive load when writing notes.

Diagnostic imaging 

Students are required to prepare and use radiography equipment and position patients to obtain a diagnostic image. Accurate records need to be kept in relation to the exposure and result of the image. Support is also required to be given during ultrasound investigation.

Examples of how reasonable adjustments could help someone with physical disabilities/impairments perform the task

• Use of ergonomic equipment where necessary.
• Lightweight or adapted equipment - consider custom grips where dexterity or grip is an issue.
• Adjustable-height tables and chairs to assist with accessing the animal at the correct level.

Examples of how reasonable adjustments could help someone with a learning difficulty, mental health condition or neurodevelopmental condition perform the task

• Colour coded charts and diagrams.

• Use of assistive technology for reading and writing. 

• Providing information in different formats.

• Additional time or a quiet space to write up notes.

• Templates and structured documentation systems can reduce cognitive load when writing notes.

Dispensing

Students are required to safely handle and manage pharmaceuticals in accordance with legislation and manufacturer guidelines. They need to interpret prescriptions and prepare medicines for dispensing. Appropriate records must also be maintained.

Examples of how reasonable adjustments could help someone with physical disabilities/impairments perform the task

• Adjustable-height tables and chairs.
• Adapted equipment such as the addition of grips to aid opening packages.
• Use of automatic dispensing machines. 

Examples of how reasonable adjustments could help someone with a learning difficulty, mental health condition or neurodevelopmental condition perform the task

• Use of assistive technology for reading and writing. 

• Providing information in different formats.

Infection control  

Students are required to recognise signs of common zoonotic diseases and undertake strategies to prevent spread of infection. This includes disposing of waste into the correct receptacles and following hygiene protocols in place for handling animals and effective barrier nursing.

Examples of how reasonable adjustments could help someone with physical disabilities/impairments perform the task

• Accessible waste bins with adapted opening/closing systems.
• Adapted clothing to enable ease of use to assist those with limited dexterity. 

Examples of how reasonable adjustments could help someone with a learning difficulty, mental health condition or neurodevelopmental condition perform the task

• Colour coded bins.

• Use of assistive technology for reading and writing. 

• Providing information in different formats.

Theatre practice 

Students are required to prepare the theatre, equipment and patients for surgical procedures.  In addition, students need to be able to assist as a circulating nurse, wearing surgical clothing, assisting with sterile procedures, and keeping accurate records.

Examples of how reasonable adjustments could help someone with physical disabilities/impairments perform the task

• Adapt methods for putting on surgical clothing.
• Adapted surgical clothing to enable ease of use to assist those with limited dexterity. 
• Instruments and tools with ergonomic handles to reduce strain and make tasks easier to perform.

Examples of how reasonable adjustments could help someone with a learning difficulty, mental health condition or neurodevelopmental condition perform the task

• Colour coded charts and diagrams. 

• Use of assistive technology for reading and writing. 

• Providing information in different formats.

Anaesthesia 

Students are required to be competent in all aspects of patient care during anaesthesia. This includes preparing and using equipment and materials correctly as well as assessing and monitoring the patient before, during and after the anaesthetic. In addition, anaesthetic monitoring records must be completed accurately.

Examples of how reasonable adjustments could help someone with physical disabilities/impairments perform the task

• Adjustable-height tables and chairs in the examination room to assist with accessing the animal at the correct level.
• Instruments and tools with ergonomic handles to reduce strain and make tasks easier to perform.
• Access to a chair or stool at all times. Use of ergonomic chairs or stools specially designed for prolonged sitting or standing assistance.
• Standing aids such as anti-fatigue mats or leaning stools for those who struggle with standing for long periods.
• Patient lifting devices such as hoists and adjustable-height tables to reduce manual lifting strain.
• Amplified or digital stethoscopes with sound enhancement or visual output.
• Alert systems such as flashing lights and vibrating buzzers.

Examples of how reasonable adjustments could help someone with a learning difficulty, mental health condition or neurodevelopmental condition perform the task

• Assistive technology for any reading or note taking necessary.

• Enabling the student to take breaks before and after each activity.

• Enable additional time to consider and process information.

• Type to speech technology for communication issues.

• Templates and structured documentation systems can reduce cognitive load when writing notes.

Disability or impairment

Student with limited mobility (cannot stand for long) or chronic physical condition. 

Examples of possible reasonable adjustments

• Where it is not part of the assessment of competence, another member of staff can hold/restrain an animal or assist where appropriate.

• Desks, benches and tables can be adjusted to fit the requirements of the individual, for example, for consults, surgeries or practical classes.

• Access to a chair or stool at all times. Use of ergonomic chairs or stools specially designed for prolonged sitting or standing assistance.

• Standing aids such as anti-fatigue mats or leaning stools for those who struggle with standing for long periods.

• Patient lifting devices such as hoists and adjustable-height tables to reduce manual lifting strain.

• Modified surgical instruments or diagnostic tools for those with limited limb function.

• Voice or foot-controlled equipment.

• Increased rest breaks and scheduling the length of work to suit the individual.

• Patient accommodation at a suitable height with grab rails where required.

• Adapted clothing to enable ease of use to assist those with limited dexterity.

• Additional time to complete tasks.

• Energy-conserving work schedules for those with fatigue or chronic pain conditions.

• Pacing strategies and workload adjustment – balancing high and low energy tasks.

Overarching considerations

• Consideration must be given to the welfare and wellbeing of animals and others involved with patient care. 

• If a student is unable to attend to patients housed close to the floor, nursing the patient in raised accommodation may be beneficial. However, this may not always be suitable due to patient anxiety, the patient's size and weight, or the needs of others involved in their care.

• Veterinary practice is unpredictable, and routine procedures may take longer than expected.  This may make scheduling of work and rest breaks difficult to implement.

Disability or impairment

Student with no leg mobility (unable to walk or stand, uses a wheelchair exclusively).

Examples of possible reasonable adjustments

• Wheelchair-accessible facilities. 

• Where it is not part of the assessment of competence, another member of staff can hold/restrain an animal or assist where appropriate.

• Desks, benches and tables can be adjusted to fit the height of the person using a wheelchair.

• Alternative biosecurity arrangements for wheelchair users.

• Diagnostic equipment can be lowered/heightened to fit a wheelchair. The use of ramps and hydraulic doors can assist with access.

• Standing wheelchair or exoskeleton where appropriate.

• Voice controlled systems, for example, lighting and temperature control in environment.

• Additional time to complete tasks.

• Patient lifting devices such as hoists and adjustable-height tables to reduce manual lifting strain.

• Increased rest breaks and scheduling the length of work to suit the individual.

• Patient placed in accommodation at a suitable height.

• Adapted clothing to enable ease of use to assist those with limited movement.

• Energy-conserving work schedules for those with fatigue or chronic pain conditions.

• Pacing strategies and workload adjustment – balancing high and low energy tasks.

Overarching considerations

• Consideration must be given to the welfare and wellbeing of animals and others involved with patient care. 

• If a student is unable to attend to patients housed close to the floor, nursing the patient in raised accommodation may be beneficial. However, this may not always be suitable due to patient anxiety, the patient's size and weight, or the needs of others involved in their care.

• Veterinary practice is unpredictable, and routine procedures may take longer than expected.  This may make scheduling of work and rest breaks difficult to implement.

Disability or impairment

Student with no mobility in one or both arms or hands.

Examples of possible reasonable adjustments

• Where it is not part of the assessment of competence, another member of staff can hold/restrain an animal or assist where appropriate.
• Desks, benches and tables can be adjusted to fit the requirements of the individual, for example, consults, surgeries, practical classes.
• Hands-free communication devices such as headsets and speech-activated controls can be provided.
• Customised grips and handles on equipment.
• Patient lifting devices such as hoists and adjustable-height tables to reduce manual lifting strain.
• Modified surgical instruments or diagnostic tools for those with limited limb function.
• Voice or foot-controlled equipment.
• Adapted clothing to enable ease of use to assist those with limited movement.
• Energy-conserving work schedules for those with fatigue or chronic pain conditions
• Pacing strategies and workload adjustment – balancing high and low energy tasks.

Overarching considerations

• Consideration must be given to the welfare and wellbeing of animals and others involved with patient care. 

• Currently there are limited reasonable adjustments available for anyone with no use in both arms or hands and some competences may not be able to be adjusted for.

• Technology is advancing but may not yet have evolved sufficiently. 

Disability or impairment

Student with a severe allergy to a species. 

Examples of possible reasonable adjustments

• Veterinary nurses are not required to be competent in handling all species. Where permitted by the provider, they may demonstrate competence with patients that do not trigger their allergy.

• Anti-allergy suit/facemask/gloves could be used.

• Implement wash-down procedures for moving into normal clothes at the end of a shift.

• Use of models where the competence standard does not relate to live animals.

• Students may already be familiar with anti-allergy medication.

• Full body covering with filtered air system. Air filtered system in the buildings.

Overarching considerations

• If a student is allergic to a specific species, such as rabbits, it may be challenging to avoid exposure in an emergency situation where multiple staff members are needed to treat the patient.

Disability or impairment

Student who is blind or has low vision. 

Examples of possible reasonable adjustments

• Where it is not part of the assessment of competence, another member of staff can hold/restrain an animal or assist where appropriate.

• Provision of printed materials, transcripts and reading materials in a format that best suits the student, such as braille, audio recordings, large print, pre-recorded lectures and transcription of visual resources.

• Provision of a Practical Assistant within laboratories or workshops.

• Use of a guide dog.

• Use of assistive technologies such as tactile diagnostic tools.

Overarching considerations

• Consideration must be given to the welfare and wellbeing of animals and others involved with patient care. 

• There is a potential issue using a guide dog alongside other animals.

• It will be difficult for students with severe visual impairments to undertake the competences within the DOS.

Disability or impairment

Student who is deaf or has hearing loss.

Examples of possible reasonable adjustments

• Use of hearing aids and hearing loops. 

• Use of clear facemasks to facilitate lip-reading.

• Amplified or digital stethoscopes with sound enhancement or visual output.

• Sign language interpreters.

• Voice-to-text technology to aid communication from others.

• Alert systems such as flashing lights and vibrating buzzers.

• Additional time to complete tasks and scheduled rest breaks.

• Teaching notes available in advance of the session.

• Energy-conserving work schedules for those with fatigue or chronic pain conditions

• Pacing strategies and workload adjustment – balancing high and low energy tasks.

Overarching considerations

• Consideration must be given to the welfare and wellbeing of animals and others involved with patient care. 

• Veterinary practice is unpredictable, and routine procedures may take longer than expected.  This may make scheduling of work and rest breaks difficult to implement.

• The active signing of a sign language interpreter may cause anxiety for the patient. The student may not be able to sign if they are undertaking work that requires use of their hands, such as retraining a patient.

• It may also be difficult to watch the sign language interpreter during some procedures.

• Students may have difficulty recognising vocal cues from patients, such as those indicating pain or distress.

Disability or impairment

Student with communication issues (no speech). 

Examples of possible reasonable adjustments

• Text-to-speech technology. 

• Possible use of sign language with a signer.

• Allowing written rather than oral assessments where verbal communication is not being assessed.

• Additional time allowed to complete tasks and communicate with others.

• Energy-conserving work schedules for those with fatigue or chronic pain conditions.

• Pacing strategies and workload adjustment – balancing high and low energy tasks.

Overarching considerations

• It may be difficult for the student to demonstrate competence in the DOS and PBs.

• Consideration must be given to the welfare and wellbeing of animals and others involved with patient care. 

• Veterinary practice is unpredictable, and routine procedures may take longer than expected.  This may make the scheduling of work and rest breaks difficult to implement.

• The active signing of a sign language interpreter may cause anxiety for the patient. The student may not be able to sign if they are undertaking work that requires use of their hands, such as retraining a patient.

• It may also be difficult to watch the sign language interpreter during some procedures.

• Students may struggle to communicate information rapidly in an emergency situation.

Disability or impairment

Student with cognitive and learning needs (dyslexia and dyscalculia). 

Examples of possible reasonable adjustments

• Text-to-speech and voice recognition assistive technologies.

• Use of coloured overlays or tinted glasses.

• Provision of readers and scribes where reading and writing is not part of the assessment.

• Additional time to complete written/reading tasks. Use of a laptop in all settings.

• Use of accounting software to calculate quotes.

• Colour-coded or pictorial systems for medication charts and patient records.

• Teaching materials in different formats such as videos, step-by-step guides or audio summaries.

• Templates and structured documentation systems can reduce cognitive load when writing notes.

• Increased rest breaks and scheduling the length of work to suit the individual.

• Additional time to complete tasks and examinations.

Overarching considerations

• Consideration must be given to the welfare and wellbeing of animals and others involved with patient care. 

• Reading handwritten notes may cause a problem. If the student can take a photo of handwriting, there are some programmes that will translate this into speech; however, they may not be accurate with less common words, such as drug names and dosages.

• Veterinary practice is unpredictable, and routine procedures may take longer than expected.  This may make scheduling of work and rest breaks difficult to implement.

Disability or impairment

Student with neurodivergence. 

• Communication and interaction needs.
• Social, emotional needs.

Examples of possible reasonable adjustments

• Noise-cancelling headphones to reduce distractions in busy environments.

• Provision of a screen filter for a laptop.

• Provision of time management software or apps. 

• Flexible hours. Support plans to help communication with clients.

• Colour-coded or pictorial systems for medication charts and patient records.

• Teaching materials in different formats, such as videos, step-by-step guides or audio summaries.

• Electronic scheduling systems to provide visual or audio cues for time management.

• Templates and structured documentation systems can reduce cognitive load when writing notes.

• Increased rest breaks and scheduling the length of work to suit the individual.

• Accessible and quiet rest areas.

• Flexible hours for placements

• Pacing strategies and workload adjustment – balancing high and low energy tasks.

Overarching considerations

• Consideration must be given to the welfare and wellbeing of animals and others involved with patient care. 

• Students should also be aware that they must meet the time requirements for placement (1,800 hours).

• Veterinary practice is unpredictable, and routine procedures may take longer than expected.  This may make scheduling of work and rest breaks difficult to implement.

Disability or impairment

Student with an unseen disability, for example Crohn’s disease or endometriosis. 

Examples of possible reasonable adjustments

• Allowing time off for medical appointments or treatment.

• Flexible arrangements for placements. 

• Unlimited toilet breaks and easy access to toilet facilities.

• Ability to watch some lectures outside of a lecture hall setting.

• Additional time if required for assessments.

• Increased rest breaks and scheduling the length of work to suit the individual.

• Energy-conserving work schedules for those with fatigue or chronic pain conditions. 

• Pacing strategies and workload adjustment – balancing high and low energy tasks.

• Please also consider the examples for chronic conditions.

Overarching considerations

• Consideration must be given to the welfare and wellbeing of animals and others involved with patient care. 

• Students should also be aware that they must meet the time requirements for placements (1,800 hours).

• Veterinary practice is unpredictable, and routine procedures may take longer than expected.  This may make scheduling of work and rest breaks difficult to implement.

Disability or impairment

Student with a mental health condition. 

Examples of possible reasonable adjustments

• Increased rest breaks and scheduling the length of work to suit the individual.

• Accessible and quiet rest areas.

• Time off for medical appointments.

• Provision of a mental health support worker.

• Tailored support for the student when they witness potentially upsetting procedures such as euthanasia, the unexplained death of a patient, complaints or instances of animal neglect.

• Energy-conserving work schedules for those with fatigue.

• Pacing strategies and workload adjustment – balancing high and low energy tasks.

Overarching considerations 

• Consideration must be given to the welfare and wellbeing of animals and others involved with patient care. 

• Students should also be aware that they must meet the time requirements for placements (1,800 hours).

• Veterinary practice is unpredictable, and routine procedures may take longer than expected.  This may make scheduling of work and rest breaks difficult to implement.