Expert Perspectives on Professional Standards Education for Veterinary Nurses: A Four-Round Fully Qualitative Delphi...

Veterinary nurses in the United Kingdom, alongside other stakeholders, have long sought recognition as professionals in their own right. A key element of this professionalism is the existence of a formal register, held by the Royal College of Veterinary Surgeons (RCVS). UK preregistration programs must include professional standards education to meet RCVS accreditation requirements. However, the extent to which students are effectively prepared to use the RCVS Code of Conduct and uphold professional behaviors remains uncertain. This study explored perceptions of educators and service users regarding how well student veterinary nurses are prepared for professional practice, using a four‑round qualitative Delphi method. Fifteen expert participants contributed to the initial interview round. Coding produced three overarching themes: (a) personal and professional identity, (b) teaching and learning experiences, and (c) the culture within clinical and educational environments. Ultimately, 24 statements were endorsed by the expert panel. Key areas included role modeling, educator enthusiasm, and coordination between educational and clinical settings. Positive role modeling was viewed as essential and generally well delivered. However, integration across training environments-particularly the embedding of professional standards and the RCVS Code of Conduct into clinical practice-was widely considered inadequate. Clinical supervisors were expected to possess strong working knowledge of the Code, supported by explicit discussion and feedback to students. Yet many supervisors lacked support, time allocation, or remuneration, with some feeling pressured into the role. Professional standards teaching was thought to rely on passionate, engaging educators, with clear links made between the Code and real practice. Concerningly, several comments highlighted unprofessional behavior by senior staff, including inappropriate task delegation. Additionally, although safe reporting mechanisms were deemed important, many students felt unable to raise concerns. Findings can guide future research and inform curriculum design. The final Delphi statements offer practical recommendations for academic and clinical educators.