Experiences of clinical supervisors while supporting student veterinary nurses in the clinical learning environment

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.

A qualitative, cross-sectional design, using focus groups, was used to explore 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.

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.

The convenience recruitment strategy for this study may have led to volunteer (non-response) bias, which could have reduced the trustworthiness of the findings.

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 that time for training is appropriately managed and training expectations are clear.