Towards a flexible and personalised development of veterinarians and veterinary nurses working in a companion animal referral care setting.

In the Netherlands, the demand for veterinarians and veterinary nurses (VNs) working within referral care is rapidly growing and currently exceeds the amount of available board-certified specialists. Simultaneously, a transparent structure to guide training and development and to assess quality of non-specialist veterinarians and VNs working in a referral setting is lacking. In response, we developed learning pathways guided by an entrustable professional activity (EPA) framework and programmatic assessment to support personalised development and competence of veterinarians and VNs working in referral settings. Between 4 and 35 EPAs varying per discipline (n = 11) were developed. To date, 20 trainees across five disciplines have been entrusted. Trainees from these learning pathways have proceeded to acquire new EPAs in addition to their already entrusted set of EPAs or progressed to specialist training during (n = 3) or after successfully completing (n = 1) the learning pathway. Due to their outcome-based approach, the learning pathways support flexible ways of development.

Human nursing was a natural career progression from veterinary nursing.

Helen Ballantyne is a rarity in that she first qualified as a veterinary nurse and then followed her calling to train as a human-centred nurse, combining skills from both fields and finding a more fulfilling career path.

Veterinary nursing set me up for the lifesaving work of a canine phlebotomist.

Lisa Rice is south area supervisor for Pet Blood Bank, having first gained experience in small animal practice then training to take blood donations and organise donation sessions when she joined the organisation.

Exploring the sociocultural experiences of student veterinary nurses in the clinical learning environment through the lens of situated learning theory.

BACKGROUND: Student veterinary nurses (SVNs) complete significant time in clinical placements and this training can have a positive or negative impact on the development of professional skills and identity. METHODS: A cross-sectional design, using semi-structured interviews, explored 12 SVNs' experiences of clinical placements. Interpretative phenomenological analysis was used to explore each individual participant's experience, prior to the identification of themes across participants' experiences. RESULTS: Most students reported a sense of belonging within the practice team, which fostered engagement. Clinical supervisors were considered key role models and vital support for student progress. Students reported conflict between the demands of the practice and the requirements of their student status. Some poor interpersonal interactions led to reduced confidence. LIMITATIONS: The results may not reflect experiences of the diversity of student demographics, such as those students with protected characteristics, as described in the Equality Act 2010, who may encounter specific workplace challenges. CONCLUSION: To ensure parity and positive experiences, accredited educational institutes can plan regular engagement with student feedback and support of the training practice. Training practice teams can ensure they are meeting the student's needs and fostering a positive learning environment by adhering to the RCVS Framework for Veterinary Nurse Education and Training, which will, in turn, benefit the whole team. Clinical supervisors can play a convening role in increasing belonging and participation within the clinical learning environment.

Veterinary technology graduates' perceptions of their education and subsequent employment experiences.

AIMS: To describe the current employment status of Bachelor of Veterinary Technology (BVetTech) graduates in New Zealand, to assess how well they felt that their degree programme had prepared them for practice, and to explore their experiences in their current job roles. METHODS: All 195 individuals who completed the BVetTech degree at Massey University between 2011 and 2018 were invited to participate in a cross-sectional survey regarding their education and employment experiences. Descriptive statistics were provided for all quantitative study variables and thematic analysis was performed on the free-text survey comments. RESULTS: The survey was completed by 125/195 (64.1%) BVetTech graduates. Of these, 96/125 (76.8%) were engaged in full-time or part-time veterinary work. The most common work environments were small animal practice (55/125; 44.0%) and mixed animal practice (19/125; 15.2%). The median reported annual salary was NZ$42,640 (mean $45,817; min $34,515; max $80,000) while the median reported hourly wage was NZ$20.00 (mean $21.01; min $17.70; max $27.00). Most respondents generally agreed with statements that their degree had prepared them well for different aspects of their subsequent work as veterinary technologists with "understanding the scientific rationale behind clinical decisions in practice" and "gaining hands-on practical experience that directly linked with their classroom learning" highlighted as being the best aspects of their education. However, respondents expressed the need for more training in client interactions and veterinary business management. Common themes that emerged when respondents were asked to describe the best things about their work were "forming relationships with animals, clients, and co-workers," "making a meaningful difference through their work," and "having opportunities to use and develop their skills" while the worst things about their job were "underutilisation of their skills," "poor pay in relation to their education and skill," and "compassion fatigue arising from dealing with euthanasia and difficult clients." Another common theme across free-text questions was the lack of employer awareness about the capabilities of a veterinary technologist. CONCLUSIONS AND CLINICAL RELEVANCE: Recent BVetTech graduates were generally satisfied with their educational experience, but perceived that employers underestimated the value of their training and consequently underutilised their skills. This highlights the need for additional research to better estimate the value of veterinary technologists to the New Zealand animal health industries as well as additional extension efforts to increase awareness amongst employers about the scope of responsibilities that veterinary technologists are legally able to perform in practice.

Improving the delivery of veterinary services in Africa: insights from the empirical application of transaction costs theory in Uganda and Kenya.

This paper presents a summary of findings from a research project that examined institutional arrangements for providing animal health services in Uganda and Kenya. Given the need to find solutions to the pervasive governance challenges encountered in the delivery of veterinary services in Africa, the study applied transaction economics theory to generate recommendations on how to improve the delivery of these services and minimise livestock production risks, including those that pose a risk to human health, e.g. zoonoses. The most notable recommendations are as follows: i) lower- and middle-income countries should invest in creating an enabling environment that supports the relationship between professional veterinarians and para-professionals, to ensure the timely reporting, treatment and control of animal diseases; ii) the provision of veterinary extension services should not focus solely on household 'heads', but also on other household members, such as wives and children, and on herdsmen; iii) strong government engagement is required in the provision of veterinary services for pastoral or extensive livestock production systems, because normal market forces have failed to attract professional veterinarians and trained para-professionals from the private sector to work in these sectors; iv) farmers must be empowered to hold service providers accountable, by the development and trialling of tools that would enable them to measure the quality of services that they receive and to verify the qualifications of different service providers; v) investment in veterinary education is vital, to ensure that enough qualified veterinary staff are available to offer veterinary services to farmers.

L'auteur propose une synthèse des principales conclusions d'un projet de recherche consacré aux dispositifs institutionnels élaborés en Ouganda et au Kenya pour encadrer la prestation des services de santé animale. Face à la nécessité de trouver des solutions aux graves difficultés de gouvernance qui entravent la prestation de services vétérinaires en Afrique, cette étude s'est fondée sur la théorie des transactions économiques pour formuler quelques recommandations sur les moyens d'améliorer la prestation de ces services et de minimiser les risques affectant la production animale, y compris ceux qui peuvent menacer la santé publique, à savoir les zoonoses. Les principales recommandations de l'étude sont les suivantes : i) les pays à faible revenu et à revenu intermédiaire devraient s'investir dans la création d'un environnement propice à la coopération entre les vétérinaires professionnels et les para-professionnels vétérinaires, afin d'assurer la notification rapide, le traitement et la prophylaxie des maladies animales ; ii) les prestations de services vétérinaires de proximité ne doivent pas se limiter aux seuls « chefs de famille ¼ mais s'adresser également aux autres membres des foyers (les épouses et les enfants) ainsi qu'aux gardiens des troupeaux; iii) une mobilisation forte des pouvoirs publics est nécessaire pour assurer la prestation de services vétérinaires au sein des systèmes d'élevage pastoral ou extensif, dans la mesure où les forces spontanées du marché ont échoué à attirer les vétérinaires libéraux et les para-professionnels qualifiés du secteur privé dans ces territoires ; iv) les éleveurs doivent disposer des moyens de demander des comptes aux prestataires de services, ce qui suppose de concevoir et de tester des outils leur permettant d'évaluer la qualité des services rendus et de vérifier les qualifications des différents prestataires de services ; v) l'investissement dans l'enseignement de la médecine vétérinaire est d'une importance capitale pour garantir que les effectifs des personnels vétérinaires qualifiés sont suffisants pour assurer une prestation de services adéquate aux éleveurs.

El autor resume las conclusiones de un proyecto de investigación en el que se estudiaron los dispositivos institucionales destinados a prestar servicios zoosanitarios en Uganda y Kenia. Dada la necesidad de encontrar soluciones para los omnipresentes problemas de buen gobierno que lastran la prestación de servicios veterinarios en África, en el estudio se aplicó la teoría de la economía de transacción para formular una serie de recomendaciones sobre la manera de mejorar la prestación de dichos servicios y reducir al mínimo los riesgos para la producción ganadera, en particular aquellos que entrañen una amenaza para la salud humana, como las zoonosis. Las recomendaciones más destacadas son las siguientes: i) los países de nivel bajo o medio de renta deben invertir en la creación de condiciones que favorezcan la relación entre los veterinarios profesionales y los paraprofesionales, con objeto de lograr una mayor puntualidad en la notificación, el tratamiento y el control de las enfermedades animales; ii) la prestación de servicios de divulgación veterinaria no debe ir dirigida únicamente a los «cabezas de familia¼, sino también a los demás miembros de la unidad familiar (esposa e hijos, por ejemplo) y a los encargados de cuidar de los rebaños; iii) en sistemas de producción ganadera pastoral o extensiva la prestación de servicios veterinarios exige una fuerte participación del sector público, puesto que los mecanismos de mercado no han servido para atraer a veterinarios profesionales y a paraprofesionales cualificados del sector privado para que trabajen en esos sectores; iv) es preciso habilitar a los pequeños productores para que sean exigentes con los proveedores de servicios, elaborando y aplicando experimentalmente herramientas que los capaciten para enjuiciar la calidad de los servicios que reciben y comprobar las cualificaciones de los distintos proveedores de servicios; v) es esencial invertir en la enseñanza de la veterinaria a fin de lograr que haya una dotación suficiente de veterinarios cualificados para ofrecer servicios veterinarios a los productores.

Veterinary nursing champion.

Belinda Andrews-Jones was recently appointed director of veterinary nursing at CVS; she is currently studying for a Masters degree in veterinary education.

Vets drive CPD in Scotland.

The CPD provider, VET Trust, was set up by a group of vets nearly 25 years ago with the aim of making CPD accessible to vets and veterinary nurses in Scotland. Kathleen Robertson reports on the Trust's aims and its newest CPD prize.