Factors which affect the emergence of professional identity in veterinary nursing students at two higher education institutes

Factors which affect the emergence of professional identity in veterinary nursing students from two higher education institutes

Veterinary nurses regularly report a lack of connection to the industry and their place within the profession. Therefore, with the aim of supporting graduates to be more secure, higher functioning, and more committed to the profession and address concerns related to retention a project concerning professional identity was conceived. Identifying when professional identity emerges will hopefully better inform educational providers on programme planning and help students explore their Emerging Professional Identity (EPI) at the most appropriate time.

A questionnaire using the online survey tool Jisc was completed by FdSc (n100) and BSc (Hons) (n72) veterinary nursing students from two Higher Education Institutes with the aim of capturing a range of learning levels. The Kruskal-Wallis test was used to determine any statistical significances relating to living situations; gender; age group; state entry qualifications and year of study, on EPI and social capital. Descriptive analysis was also used to anaylse factors which respondents believed influenced their EPI.

Comparable results were noted from both institutions with over 70% of respondents stating that they believed Prior Veterinary Related Work Experience helped them develop their professional identity and relationships. Age (Institute A = 15.95%; Institute B = 37.5%) was the second most recorded factor, with Access to Mentoring (Institute A = 8.5%; Institute B = 27.7%) being the third. When asked for additional suggestions, having a non-related part time job, enjoying university, and being a student representative for the BVNA or RCVS were highlighted.

For institute A significant statistical differences (p= <0.05) were concluded to favour Further Education entry qualifications, with students identifying as having some skill gaps and requiring further development before entering their chosen profession. A comparison between years 1 and 2 found that the 12-week clinical placement block between these years positively impacted upon year 2 EPI. For Institute B significant statistical differences (p=<0.05) were concluded to favour older ages and Informed Students when considering EPI and Social Capital.

It is wise to be mindful of the diversity of course structures across institutions. Student experiences will differ, therefore the internal monitoring and reviewing of programme design is essential to ensure that the emergence of professional identity is supported throughout the programme. There is, however, further research to undertake to enable trends to be fully understood. The researchers also plan to conduct focus groups, targeting specific demographic groups as they progress through their programmes.