What would be the ultimate dream for every veterinary nurse? Would it be to be able to work anywhere in Europe? And what would need to happen to make this possible?
Even if veterinary nurses do not want to emigrate, doing part of the required work experience in a foreign country may be a life changing experience. This is something that was not done often or easily 15 years ago, when Vetnnet was founded.
The start: European educators unite
In 1995 four colleges with veterinary nurse programmes decided to set up a network, in order to share knowledge and ideas. Berkshire College of Agriculture (UK), Edinburgh Telford College (UK), Institut Bonaparte (FR) and Groenhorst College (NL) established Vetnnet, the Veterinary European Transnational Network for Nursing education and training. The network is an official foundation, aiming to promote veterinary nursing and improve veterinary nurse training. Bursting with ideas but with little money to spare, one of the official goals of Vetnnet also became to seek funding for projects.
With the first Leonardo grant the network was further established, and a European syllabus was created, describing the minimum levels for veterinary nurse training.
What Vetnnet does for veterinary nursing
Vetnnet has grown to be an influential network with members from most European countries. Members are not only colleges, but also veterinary nurse associations and other organizations with an interest in veterinary nurse training.
Each year Vetnnet organizes a 3 day conference, with interesting and up-to-date lectures/workshops on all subjects of interest for trainers and managers.
Going for quality assurance: the Dasvent project
While the network continued growing, most of Europe became focused on competency-based training. This, and the need for more harmonization within Europe, instigated the Dasvent project: the creation of an accreditation system for veterinary nurse training.
This project ran from 2005 until 2007. Numerous partners from different countries worked together to create the Dossier of European Competences for the Veterinary Nurse. Finally a document was produced that was supported by all European countries, containing the core competences that veterinary nurses throughout Europe should have.
The project also developed a document called Accreditation policies and procedures (APP). This was done with the help of our USA partners (Front Range Community College, Argosy University and St Petersburg College), who already had a similar accreditation system in use. The APP gives all the guidelines necessary for a college to apply for accreditation.
European accreditation: Acovene was born
After the Dasvent project ended, a new foundation was born: Accreditation Committee for Veterinary Nurse Education (Acovene). Acovene owns the accreditation system, the APP and the Dossier of European Competences. Acovene is overseen by Vetnnet (as college representatives) and the Fecava (as employer representatives). The Board consists of practising veterinarians, college representatives, a representative of an accreditation body and a representative of a veterinary nurse association.
At present seven veterinary nurse programmes throughout Europe have been accredited. All UK programmes, who were already accredited by the RCVS, received affiliated accreditation. A veterinary nurse with a diploma from an accredited college can work in Europe — other veterinary nurses can too, but the the procedure is much simplified under the accreditation system.
One step further: a European exam system (the Pepas project)
If the veterinary nurse student wants to go abroad for her life-changing experience in education or work experience during her training course it should have an impact on her training course. What is the use of following a (partial) training programme abroad when you have to repeat it at your own school?
The Pepas project started in October 2008 and was designed to create a pan-European practical assessment system for veterinary nurse education. It was based on the philosophy that despite the cultural differences and differences in levels of education, the type of practical work a veterinary nurse practices does not differ much throughout Europe. So, examining in a European way and acknowledging this between countries opens up quite a few possibilities. Of course, this is not as simple as it seems, but this philosophy is a good start.
In addition, a practical assessment system is the type of examining system that is appropriate within a competency-based educational programme. Proven by research a practical exam fits in the Miller's pyramid — Miller's pyramid has four layers: a student needs to know (theoretical knowledge), knows how (insight), shows how (this is where our the Pepas system comes in) and does (showing competences in real life) (Miller, 1990).
The European exam system, which is built into the Pepas project, is based on the OSCE exam system. The OSCE is an objective structured clinical exam; it is a practical exam system which is objective, but has also great reliability and repeatability.
All partners in the project developed practical tasks for use in the exams. They also tried these tasks themselves, and made evaluations and suggestions for improvements.
In order to run an OSCE exam a school needs quite a few examiners. In the project it was agreed that there should be a minimum of eight stations (e.g. eight examiners). Research revealed that 12 stations give even better reliability. Every country that participated in the project trained a number of these examiners. A school that lacks a sufficient number of examiners can invite examiners from the Pepas project. A list of exminers can be found on www.pepas.net. All participating schools held a pilot exam and invited an observer from the project partners. This had the benefit of enabling schools to gain ideas from one another and find solutions to any problems. These tasks are also great training tools. Based on the Dossier of European competencies all competencies are represented in the practical tasks. As a result there is a large exam bank including over a hundred practical tasks.
The Pepas pilot project also made the project partners aware of possible shortcomings in their training programme. Teaching in a certain way does not always give the expected outcome in exams, particularly with respect to practical results. Being aware of this provides the opportunity to improve training programmes. This is something every educator aims for. It also might result in a higher level of education and better trained students.
The future: a European veterinary nurse?
Now the Pepas pilot project has ended, there are still challenges for the future and these will be addressed in the next phase of the project. It would be great to have a European veterinary nurse. Imagine being able to train in one country and after graduation get a job abroad and work across Europe. Or do different parts of your training in different countries and receive a European diploma.
While this might be a step too far at this moment in time, with exam systems like the one developed in the Pepas project, and the ongoing development of veterinary nurse education throughout Europe, it might be something that can be realized in the future.