Ardian P, Hariyati RTS, Afifah E. Correlation between implementation case reflection discussion based on the Graham Gibbs Cycle and nurses' critical thinking skills. Enfermería Clínica. 2019; 29:588-593

Arkan B, Ordin Y, Yılmaz D. Undergraduate nursing students' experience related to their clinical learning environment and factors affecting to their clinical learning process. Nurs Educ Pract. 2018; 29:127-132

Batt-Williams S, Yon E. Investigation into the experiences of clinical supervisors and their perceptions of their role, in addition to factors that affect them. Vet Nurs J. 2022; 36:44-48

Benner P. Using the Dreyfus model of skill acquisition to describe and interpret skill acquisition and clinical judgment in nursing practice and education. Bull Sci Technol Soc. 2004; 24:(3)188-199

Chitsabesan P, Corbett S, Walker L, Spencer J, Barton JR. Describing clinical teachers' characteristics and behaviours using critical incidents and repertory grids. Med Educ. 2006; 40:(7)645-653

Coates CR. Motivation and job satisfaction in veterinary nursing. Vet Nurs. 2015; 6:(6)360-365

Cottrell J. My role as a clinical coach in veterinary practice. Vet Nurs J. 2013; 28:(11)375-376

Davenport R, Hewat S, Ferguson A, McAllister S, Lincoln M. Struggle and failure on clinical placement: a critical narrative review. Int J Lang Comm Disord. 2018; 53:(2)218-227

Davidson J. Is veterinary nursing a visible profession? Part one. Vet Nurs. 2017; 8:(7)403-407

Davies R, Hanna E, Cott C. ‘They put you on your toes’: physical therapists' perceived benefits from and barriers to supervising students in the clinical setting. Physiother Canada. Physiothérapie Canada. 2011; 63:224-233

Docherty A, Dieckmann N. Is There Evidence of Failing to Fail in Our Schools of Nursing?. Nurs Educ Persp. 2015; 36:(4)226-231

Dreyfus SE. The five-stage model of adult skill acquisition. Bull Sci Technol Soc. 2004; 24:(3)177-181

Faithfull-Byrne A, Thompson L, Schafer KW Clinical coaches in nursing and midwifery practice: Facilitating point of care workplace learning and development. Collegian. 2017; 24:(4)403-410

Fluit CRMG, Bolhuis S, Grol R, Laan R, Wensing M. Assessing the quality of clinical teachers. J Gen Intern Med. 2010; 25:(12)1337-1345

Foster H, Ooms A, Marks-Maran D. Nursing students' expectations and experiences of mentorship. Nurs Educ Today. 2015; 35:(1)18-24

Francis A, Hills C, MacDonald-Wicks L Characteristics of an ideal practice educator: perspectives from practice educators in diagnostic radiography, nuclear medicine, nutrition and dietetics, occupational therapy and physiotherapy and radiation therapy. Radiography. 2016; 22:(4)287-294

Gray MA, Smith LN. The qualities of an effective mentor from the student nurse's perspective: findings from a longitudinal qualitative study. J Adv Nurs. 2000; 32:(6)1542-1549

RCVS updates online learning tool for studetn VNs. 2016. (accessed 5 October 2022)

Holt SL, Vivian SR, Brown H. Training and preparedness of clinical coaches for their role in training student veterinary nurses in the United Kingdom: an exploratory inquiry. J Vet Med Educ. 2021;

Holt SL, Farrell M, Corrigan RH. Developing the SVN CLEI: a novel psychometric instrument for evaluating the clinical learning environment of student veterinary nurses in the UK. J Vet Med Educ. 2022;

Hughes LJ, Mitchell M, Johnston ANB. ‘Failure to fail’ in nursing – A catch phrase or a real issue? A systematic integrative literature review. Nurs Educ Pract. 2016; 20:54-63

Hwang B Facilitating student learning with critical reflective journaling in psychiatric mental health nursing clinical education: A qualitative study. Nurs Educ Today. 2018; 69:159-164

Staff shortages: RCVS hopes to persuade some non-practising vets back. 2021. (accessed 5 October 2022)

Johnson TN. The impact of appreciating your veterinary nurses: part 1. Vet Nurs J. 2021; 36:(2)74-78

How do nursing students experience the clinical learning environment and respond to their experiences? A qualitative study. 2019.

Kanter RM. Men and Women of the corporation.New York: Basic Books; 1977

Kanter RM. Men and Women of the Corporation: New Edition.New York (NY): Basic Books; 2008

Keeley C. Conscious competence model and medicine. Foot Ankle Surg Techn Rep Cases. 2021; 1:(3)

Maxwell E, Black S, Baillie L. The role of the practice educator in supporting nursing and midwifery students' clinical practice learning: an appreciative inquiry. J Nurs Educ Pract. 2015; 5:(1)35-45

Morrison TL, Brennaman L. What do nursing students contribute to clinical practice? The perceptions of working nurses. Appl Nurs Res. 2016; 32:30-35

Nelms Edwards C, Mintz-Binder R, Jones MM. When a clinical crisis strikes: Lessons learned from the reflective writings of nursing students. Nurs Forum. 2019; 54:(3)345-351

Nyoni CN, Barnard AJ. Professional nurses' perception of their clinical teaching role at a rural hospital in Lesotho. African J Health Prof Educ. 2016; 8:(2)166-168

O'Mara L, McDonald J, Gillespie M, Brown H, Miles L. Challenging clinical learning environments: Experiences of undergraduate nursing students. Nurs Educ Pract. 2014; 14:(2)208-213

Oprescu F, McAllister M, Duncan D, Jones C. Professional development needs of nurse educators. An Australian case study. Nurs Educ Pract. 2017; 27:165-168

Page-Jones S, Abbey G. Career identity in the veterinary profession. Vet Rec. 2015; 176:(17)433-433

Papastavrou E, Dimitriadou M, Tsangari H, Andreou C. Nursing students' satisfaction of the clinical learning environment: a research study. BMC Nurs. 2016; 15:(1)1-10

Parvan K, Hosseini FA, Bagherian S. The relationship between nursing instructors' clinical teaching behaviors and nursing students' learning in Tabriz University of Medical Sciences in 2016. Educ Health. 2018; 31:(1)

Perram A, Hills C, Johnston L Characteristics of an ideal practice educator: perspectives from undergraduate students in diagnostic radiography, nuclear medicine, nutrition and dietetics, occupational therapy, physiotherapy and radiation therapy. Radiography. 2016; 22:(4)295-305

Rajeswaran L. Clinical experiences of nursing students at a selected institute of health sciences in Botswana. Health Sci J. 2016; 10:(6)

Ramsbotham J, Dinh H, Truong H Evaluating the learning environment of nursing students: a multisite cross-sectional study. Nurs Educ Today. 2019; 79:80-85

Royal College of Veterinary Surgeons RCVS Standards Framework for Veterinary Nurse Education and Training. 2021. (accessed 5 October 2022)

Royal College of Veterinary Surgeons. Code of Professional Conduct for Veterinary Nurses, Professionals. 2022. (accessed 5 October 2022)

Ryan C, McAllister M. Enrolled Nurses' experiences learning the nurse preceptor role: A qualitative evaluation. Collegian. 2017; 24:(3)267-273

Ryan C, McAllister M. The experiences of clinical facilitators working with nursing students in Australia: An interpretive description. Collegian. 2019; 26:(2)281-287

Sibson L. Clinical coaching for veterinary nurse practice–managing the struggling student in practice. Vet Nurs J. 2011a; 26:(8)285-288

Sibson L. Clinical coaching for veterinary nurses–supporting students in practice'. Vet Nurs J. 2011b; 26:(5)168-175

Spence Laschinger HK, Gilbert S, Smith LM, Leslie K. Towards a comprehensive theory of nurse/patient empowerment: applying Kanter's empowerment theory to patient care. J Nurs Manag. 2010; 18:(1)4-13

Sutkin G, Wagner E, Harris I, Schiffer R. What makes a good clinical teacher in medicine? A review of the literature. Academic Med. 2008; 83:(5)452-466

Sygit E. Length of service as a nurse: continuing to burnout?. Ann Acad Med Stetin. 2009; 55:(2)83-89

Vivian SR, Holt SL, Williams J. What factors influence the perceptions of job satisfaction in registered veterinary nurses currently working in veterinary practice in the United Kingdom?. J Vet Med Educ. 2022; 49:(2)249-259

Williams S. Teaching nursing skills in the clinical environment. Vet Nurs J. 2016a; 31:(4)118-121

Williams S. Assessing nursing skills in the clinical environment. Vet Nurs J. 2016b; 31:(5)154-157

Supporting students in practice part 1: clinical supervisor role

02 October 2022
14 mins read
Volume 13 · Issue 8
Figure 1. A clinical supervisor providing student support. - (image courtesy of University of Bristol, Veterinary School)


The clinical learning environment is a complex sociocultural landscape. It can be a challenging place to manage in a way that appropriately supports the professional development of student veterinary nurses (SVNs). One of the most influential factors in determining student satisfaction in this environment is the role played by the clinical supervisor. Clinical supervisors who are proactive in their role can provide a sense of belonging in the induction phase, function as positive professional role models and support timely progress through regularly planned training and tutorials. There are also benefits for the clinical supervisor, such as an increased sense of job satisfaction and maintaining up-to-date clinical knowledge.

Previous research relating to student veterinary nurse (SVN) support in practice has been published in the Journal of Veterinary Medical Education (Holt et al, 2021, 2022). The aim of this twopart article is to disseminate the key information from this previously published work and draw on the combined experience of the current authors relating to the role of the clinical supervisor and the training practice team within the clinical learning environment (CLE).

The experiences a student has in the CLE are critical in preparing student human nurses (SHNs) for their career, allowing opportunities to put theory into practice, develop clinical skills, and build professional identity and confidence (O'Mara et al, 2014; Arkan et al, 2018; Parvan et al, 2018; Ramsbotham et al, 2019). While no such research for SVNs could be identified by the authors, the two professions' practical training can be considered comparable. This is evidenced by the Royal College of Veterinary Surgeons (RCVS) Standards Framework for Veterinary Nurse Education and Training, which adopted the structure and format of the Nursing and Midwifery Council Standards of Proficiency for Registered Nurses (RCVS, 2021). Therefore, the veterinary nursing profession can currently look to the literature available in SHN experiences of the CLE to help signpost key advice for clinical supervisors.

Register now to continue reading

Thank you for visiting The Veterinary Nurse and reading some of our peer-reviewed content for veterinary professionals. To continue reading this article, please register today.