A study on veterinary nursing university student email writing
Abstract
Aim:
To examine how a cohort of 38 veterinary nursing students responded in their learning of written communication in the form of an email.
Methods:
Two sets of emails, written ‘before’ and ‘after’ exposure to a series of instructions and learning activities focused on written communication, were evaluated. Scores were awarded to each email based on a checklist of structure and components considered essential for an effective student email. Frequency charts and paired-samples t-test were used to compare the scores of the two sets of emails.
Results:
Results showed improvements in the after emails. Inclusion and correct presentation increased for six out of the nine components in the checklist. Pair-samples t-test, at level
Conclusion:
Communication skills, including the effective use of emails, should be taught at undergraduate level in veterinary nursing to better prepare graduates for the workplace.
Effective communication is key to work satisfaction and smooth running of any veterinary practice (Stobbs, 1999; Shaw, et al, 2010). The diverse and challenging nature of the work in veterinary nursing places great demands on the individuals to be competent in communicating face-to-face, on the telephone and in writing. In face-to-face communication, only 7% of the total impact of a message is attributed to the words spoken, while the remaining staggering 93% is attributed to non-verbal cues. These include tone of voice, volume and rate (paralinguistic features) of speech (38%) and facial expressions, body gestures and other forms of body language (55%) (Kinsey Goman, 2011). These percentages originate from studies conducted in the 1960s–70s, by Mehrabian and co-workers, which investigated people's feeling of ‘like’ and ‘dislike’ when exposed to statements spoken with conflicting verbal and nonverbal (vocal and facial) cues (Mehrabian, 1972). While these percentages cannot be applied indiscriminately to all communication situations, they do provide a very strong indication about a need for considerable care when writing — using only words (verbal information) to convey the intended message, without the aid of vocal and visual channels.
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