Abstract
Background
Clinical supervisors are responsible for student veterinary nurse training in veterinary practices. Clinical supervisors can have a significant impact on student experiences, so understanding how the role is perceived by all stakeholders is vital for the future development of veterinary nurse training.
Methods
A qualitative, cross-sectional design, using focus groups, explored the perceptions of 16 clinical supervisors. Thematic analysis was used to identify themes across the focus group discussions. Situated Learning Theory was used to frame the study.
Results
Clinical supervisors were motivated to provide a supportive learning experience for students and cited positive elements to this including supporting their own professional development. Challenges to supporting students included increasing student pastoral needs and a lack of protected time in practice.
Limitations
The convenience recruitment strategy for this study may have led to volunteer (non-response) bias which could have reduced the trustworthiness of the findings.
Conclusion
Robust support processes are important in training practices (TPs) and accredited education institutes (AEIs), to facilitate psychologically safe clinical environments, which support learning. It is beneficial if all members of the TP are involved in agreements with the AEI around the expectations of training students, to ensure time for training is appropriately managed and training expectations are clear.
Clinical supervisors are responsible for student veterinary nurse training in veterinary practices. Clinical supervisors can have a significant impact on student experiences, so understanding how the role is perceived by all stakeholders is vital for the future development of veterinary nurse training.
Methods
A qualitative, cross-sectional design, using focus groups, explored the perceptions of 16 clinical supervisors. Thematic analysis was used to identify themes across the focus group discussions. Situated Learning Theory was used to frame the study.
Results
Clinical supervisors were motivated to provide a supportive learning experience for students and cited positive elements to this including supporting their own professional development. Challenges to supporting students included increasing student pastoral needs and a lack of protected time in practice.
Limitations
The convenience recruitment strategy for this study may have led to volunteer (non-response) bias which could have reduced the trustworthiness of the findings.
Conclusion
Robust support processes are important in training practices (TPs) and accredited education institutes (AEIs), to facilitate psychologically safe clinical environments, which support learning. It is beneficial if all members of the TP are involved in agreements with the AEI around the expectations of training students, to ensure time for training is appropriately managed and training expectations are clear.
| Original language | English |
|---|---|
| Journal | Veterinary Record |
| Publication status | Accepted/In press - 7 Nov 2025 |