The role of small-medium enterprises and assessment in foundation degrees

1. The role of small-medium enterprises and assessment in foundation degrees Suzanne May, RVN Harper Adams University College

2. Small-medium enterprises within the veterinary industry • There are approximately 15,000 veterinary surgeons practising in the UK. • Approximately 87% of these work in private veterinary practice. • The average size private veterinary practice employs 3-4 qualified veterinary surgeons and 1-3 qualified veterinary nurses amongst their staff.

3. Training to be a Veterinary Nurse • Course providers can offer access to development of practical skills, but this is limited to what can be done in the academic environment.

4. Placement in practice allows development of both practical and people skills across a range of species (and temperaments! )

5. Specialised skills like radiography, anaesthesia and theatre practice

6. Veterinary Nursing: A brief overview • The RVN qualification is built into the degree, and to achieve this students must complete: - Year 1 and Year 2 theory examinations - Year 2 practical examinations - A portfolio of evidence for each year to show how they have achieved the necessary competence required by the veterinary nursing occupational standards. - 70 weeks employed/placement in veterinary practice

7. Veterinary Nursing: A brief overview • These are in addition to the degree assessments. Direct accreditation has now been introduced, but achieving this is a lengthy process, proving ‘equivalency’ over a number of number of years. • All course providers have to be approved by the RCVS, and abide by strict regulations for both theoretical and practical training.

8. RCVS Practical Training Regulations • Not all veterinary practices are permitted to train student veterinary nurses. • Student veterinary nurses are only permitted to train in RCVS approved Training Practices, (TPs). • In order for a practice to be a TP they must meet certain criteria including health and safety, a range of facilities and a minimum set case load.

9. RCVS Practical Training Regulations • All TPs must have an in-house assessor (D32/33 or A1 qualified) who works alongside the student and assesses their competence against the veterinary nursing occupational standards. • Only an assessor can confirm competency against the occupational standards but others can act as witnesses. • Assessment has to be rigorously documented to include planning, evidence of assessment, feedback, assessment decisions and rationales, as well as tutorials. • The course provider ‘quality assures’ the entire process against both RCVS regulations and assessment criteria.

10. Assessment methods employed • Accredited prior learning (APL, APEL) • Direct observation (evidenced through candidate narrative, assessor statement, witness testimony) • Professional discussion • Questioning (written or oral) • Use of work products (hospital records, completed stock documents etc) • Audio-visual

11. Implications for SMEs • Expensive quality assurance costs involved in TP status • Costly assessor training (£300- £800) • Burdensome assessment documentation • Assessor role taking staff away from their other professional duties • Practice principals questioning whether they are running their business to make a profit or support nurse training

12. Supporting our practices • Intensive student inductions prior to placement • Funding assessor training • Support visits as required or requested • Strict communications policy • Regular assessor meetings at various locations around the country • Development of detailed assessor handbooks and support CD roms • Newsletters

13. Impact of the current system • This has ultimately resulted in TPs limiting the number of students they take on, leading to fierce competition for practical placements. • Some excellent training establishments have withdrawn from the scheme altogether, e.g. many PDSA centres. • It has now had to be acknowledged that there is a national shortage of qualified veterinary nurses.

14. Time for Change: • With direct accreditation comes more freedom for higher education course providers. - Use of non TPs - Design our own program to meet the veterinary nursing occupational standards - Getting the focus back onto practical training as opposed to the documentation of it - A joint effort between SMEs and the course provider

15. The future face of assessment • Working with previous training establishments to re-establish confidence in veterinary nurse training. • In practice mentors to facilitate training, working to ‘mentor competencies’ that can be easily quality assured. • Minimal documentation • Use of a simple clinical tool for students to log experience and for mentors to comment on levels of competency, alongside a journal of reflective personal development. • Rounded formative and summative assessment by the course provider.

16. Any Questions?