The role of a veterinary nurse involves providing expert nursing care, supporting veterinary surgeons and educating and assisting pet owners with various health concerns. Broadly, there are two main pathways into the profession: a higher education qualification or a vocational certificate, both of which lead to professional registration on the Royal College of Veterinary Surgeons (RCVS) Register of Veterinary Nurses. After completing either pathway, student veterinary nurses (SVNs) must pass several written and practical examinations covering a wide range of topics. Balancing study for these exams with the demands of veterinary practice can be challenging; this article offers time management and revision tips for SVNs.
Active learning theory
When selecting a revision method, it is important to consider active learning. Constructivism, a branch of learning theory, suggests that students learn by making sense of their own experiences and mentally constructing their own understanding (Narayan et al, 2013). In other words, students integrate new information with their existing knowledge (Taber, 2011). Constructivism highlights two key principles in knowledge formation: prior knowledge always influences new learning, and learning is an active process (Narayan et al, 2013).
The term ‘active learning’ incorporates constructivist theory and refers to learning and teaching methods that empower students to take responsibility for their learning through engaging activities (Powner, 2008). Another perspective on active learning involves brain plasticity, which is the capacity for neural connections to form in the brain as a result of learning (Gulyaeva, 2017). These neural changes can enhance both understanding and memory of studied topics. For such changes to occur, students must participate in stimulating and active learning rather than passive learning (Thomas, 2012). The more challenging the activity, the more deeply the student engages, increasing the likelihood of brain plasticity. However, for lasting neural adaptations, information must be revisited to establish and reinforce plasticity (Thomas, 2012).
Active learning methods
Active learning methods have been shown to improve both student achievement and self-regulation (Prince, 2013; Carr et al, 2015). The first step in implementing active learning is to take responsibility for your revision schedule. Evidence suggests that learning is enhanced when students are able to self-teach and self-assess their progress (Hattie, 2009). Before beginning revision, it is essential to stay organised: know exactly what will be examined in each module, create a revision schedule on a planner or calendar, and set specific goals, including weekly or monthly targets. When planning a revision schedule, it is important to consider the intended learning outcomes and their relation to the curriculum. This plan should take work and personal commitments into account to remain realistic.
There are various revision methods available, both passive and active (Table 1). Active learning strategies include peer tutoring, role-play, case studies and simulations or games conducted in a classroom setting (Chi, 2009; Dyson et al, 2009; Scott et al, 2009). Given the nature of veterinary practice, these methods can be particularly beneficial as they naturally build communication, teamwork and self-direction skills, which are essential for registered veterinary nurses.
| Method | Description |
|---|---|
| Flash cards | Flash cards can be used to aid revision. Try: question and answer, prompts to discuss topics, definition cards |
| Mind maps, diagrams and flow charts | Create visual materials, such as mind maps and flow charts, to show links between topics and draw topics together into one module |
| Quizzes, practice exams | Remember to quiz yourself routinely, either at the end of the revision day or weekly. Ask family or friends to test your knowledge. Take practice exams at routine stages; it may be useful to add these into your revision schedule to promote timely revision. Create your own revision questions based on the intended learning outcomes to test yourself and others |
| Videos | Videos can be useful for visual learners, make notes while watching these videos to reinforce learning |
Active learning also often involves interpersonal interaction (Chi, 2009). Revising with a friend or asking friends or family members to test your knowledge can support your learning. For example, peer tutoring—where students work in pairs or small groups to provide teaching support—can be effective. SVNs might practise for Observed Structured Clinical Examinations (OSCEs) in pairs, with one student acting as the examiner and providing feedback. Peer tutoring has numerous benefits, including cooperative learning, improved communication skills and enhanced learning abilities (Gazula et al, 2017).
Additionally, learning strategies such as peer tutoring, group brainstorming and discussions can encourage selfassessment (Yan and Carless, 2021). Self-assessment is crucial to the learning process, as it ensures students are making progress, understanding information and developing skills (Gravells, 2014).
Passive activities such as reading, writing and watching presentations can be made more interactive by creating notes and discussing the content with others (Lundy, 2017). Using multiple revision methods is recommended to allow exploration of preferred learning styles.
Learning style theories
Educational research indicates that understanding how you learn can lead to more efficient and effective study (Romanelli et al, 2009). While there is no single best method of learning, being aware of various learning styles can help you select the most suitable approach based on the task, context and individual preferences.
Several widely discussed learning style theories exist; two popular models are the Honey and Mumford learning type theory and the visual, auditory, reading/writing and kinaesthetic (VARK) model (Honey and Mumford, 1986; Prithishkumar and Michael, 2014). The VARK model (Table 2; Prithishkumar and Michael, 2014) suggests that students differ in their preferred methods of processing information. In contrast, Honey and Mumford (1986) identified four learning types: activists, theorists, pragmatists and reflectors (Table 3), and developed a questionnaire for students to self-identify their learning type. Recognising and applying your preferred learning style, based on one or both theories, can support effective revision; however, as few students align with only one learning style, using a combination of styles may be more suitable (Hubbard and Bullock, 2018).
| Learning type | Description |
|---|---|
| Visual | Learners who prefer visual representational styles. Revision methods could include the use of videos, posts, flowcharts, or diagrams |
| Auditory | Learners who prefer auditory representational styles. Revision methods could include the use recorded presentations, discussion groups, or attending revision sessions |
| Read/written | Learners who prefer written representational styles. Revision methods could include the use of practice essays, textbooks, handouts, manuals and lists |
| Kinaesthetic | Leaners who prefer hands-on or physical representational styles. Revision methods should use all senses (sight, touch, smell and hearing) such as revision classes, previous exam papers and problem-solving |
| Learning Type | Description |
|---|---|
| Activists | Individuals who learn by doing and like hands-on experience. Learning activities that suit this learning type include: brainstorming, problem-solving, group discussions, competition and role play |
| Theorists | Individuals who learn by understanding the hypothesis behind the activities. Learning activities that suit this learning type should be backed up by ideas and concepts in a form of model, system or theory |
| Pragmatists | Individuals who learn by implementing the learning into their present reality. Learning activities that suit this learning type include: case studies, problem-solving and openended discussions |
| Reflectors | Individuals who learn by watching and contemplating. Learning activities that suit this learning type include: paired discussions, self-analysis questionnaires, observing activities and coaching |
Learning style theories have been discussed both in academic literature and anecdotally, and are thought to underpin the approaches used by effective teachers (Pritchard, 2018). Several sources support the use of learning style theories (Ileris, 2008; Pashler et al, 2008). However, recent studies have shown limited evidence to support learning styles in education (Papanagou et al, 2016; Kirschner, 2017; Newton, 2019; Childs-Kean et al, 2020; Nancekivell et al, 2020). Interestingly, Newton and Mahallad (2017) found that higher education teachers agreed it is not possible to teach ‘understanding’ using only one style. Given the mixed evidence, a balanced approach to learning styles is often preferred. Being aware of your own style can be helpful in avoiding reliance on a single dominant style (Neel and Grindem, 2010) and may improve self-awareness on your learning journey (Bates, 2019).
Top tips for revision
Support links
Approaches to effective studying
For effective studying, it is beneficial to create a structured revision plan on a planner or calendar, detailing specific times to study, topics to cover and dates for practice or mock exams. Start revision early to ease the workload closer to exam time, and aim to set achievable goals that respect your work-life balance. During study sessions, remember to take regular breaks, particularly when using display screens, as this can help prevent fatigue, eye strain and upper limb issues (Health and Safety Executive, 2021). Additionally, regular breaks can enhance time management and reduce the risk of burnout and procrastination (Cirillo, 2006; Almalki et al, 2020). The ‘Pomodoro’ technique is recommended for revision, involving 25 minutes of focused study followed by a five-minute break, with a longer break after every four sessions (Cirillo, 2006).
Self-care and staying healthy
Taking care of yourself is essential during revision, as exam stress can arise for many reasons. Allowing time for selfcare and acknowledging this stress can improve outcomes and reduce the risk of burnout. The Vetlife organisation offers a student support section for those who feel overwhelmed by the pressures of student life. Mental well-being is increasingly recognised within the veterinary profession, and practising self-care and maintaining health are strongly recommended to support effective learning. It is important to stay calm and positive throughout the revision process; if you experience a challenging day, take time to rest and recover before resuming study. Prolonged stress can contribute to mental health issues, so taking regular breaks can help if you feel stressed (Vetlife, 2024). Additionally, taking breaks can stimulate new ideas and encourage creativity.
Eat healthily
The demands of a veterinary career, particularly as a SVN, can make it challenging to find time to prepare and eat nutritious food; however, evidence suggests that diet and the gut microbiome can influence mood (Firth et al, 2020). Additionally, a poor diet is a potential risk factor for cognitive impairment, while a balanced, nutritious diet may protect against impairment and support brain plasticity (Reichelt et al, 2017). During revision, try to avoid excessive caffeine and unhealthy snacks, as these can cause blood sugar spikes and caffeine can increase anxiety—both of which may negatively impact concentration and energy levels (Student Minds, 2019).
Exercise
There is a well-established link between physical activity and psychological well-being; regular breaks for exercise can help break up a revision day and improve concentration (Malcolm et al, 2013; Mikkelsen et al, 2017). Cappelen et al (2017) found that students who exercised regularly also demonstrated improved self-control and self-management. Additionally, recent research indicates that physical exercise enhances neuroplasticity and cognitive function, resulting in improved learning and memory (de Sousa Fernandes et al, 2020). Exercise may also improve sleep quality, enabling better concentration and more effective information retention (Pacheco and Singh, 2023).
Sleep hygiene
Good sleep is especially important the night before an exam, but practising good sleep hygiene throughout your time as a SVN can also improve academic performance (Curcio, 2006). Deep sleep is essential for maintaining optimal learning efficiency (Fattinger et al, 2017). While the ability to undergo neuroplastic changes and form memories decreases with wakefulness, it is restored during sleep (Fattinger et al, 2017). The NHS and other resources (see support links) offer online guidance on maintaining good sleep hygiene, including establishing a sleep routine, winding down before bed and making your bedroom sleepfriendly (NHS, 2021).
Conclusions
There is no perfect formula for exam success and not all the tips discussed may suit everyone. The key to effective revision is finding techniques that work for you. These methods may align with your preferred learning style, or they could be techniques that have proven successful in the past. Balancing student life with the demands of veterinary practice can be challenging, so it is important to allow time for selfcare and maintain a positive outlook.